Japanese Studies, B.A., 2023

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Ae | UNIVERSITYATALBANY

State University of New York
Office of the Provost and Senior Vice President for Academic Affairs

April 25, 2023

Shadi Shahedipour-Sandvik, Ph.D.

Senior Vice Chancellor for Research, Innovation and Economic Development
And Interim Provost

State University of New York

System Administration

State University Plaza

Albany, NY 12246

Dear Dr. Shahedipour-Sandvik,

On behalf of the faculty at the University at Albany and College of Arts and Sciences, | am pleased to
submit our proposal for an update to our Japanese Studies BA registration and Distance Education for
this program.

This proposal has been considered and approved through our campus governance system. Should there
be a need for additional information or clarification to facilitate processing, please contact Kaitlyn
Beachner at kbeachner@albany.edu.

Thank you for your consideration and assistance.

Sincerely,

CALA

Carol Kim, Ph.D.
Provost and Senior Vice President for Academic Affairs

Attachment

C. Dean Jeanette Altarriba, College of Arts and Sciences
Vice Provost & Dean JoAnne Malatesta, Undergraduate Education
Program Revision Proposal:

Changes to an Existing Program

Form 3A
Version 2016-10-13

SUNY approval and SED registration are required for many changes to registered programs. To request a change to a
registered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the creation
of anew program,' a Chief Executive or Chief Academic Officer must submit a signed cover letter and this completed
form to the SUNY Provost at programreview@suny.edu,

Section 1. General Information

a) Institution's 6-digit SED Code: | 210500
Institutional Parr —
Taformation Institution’ s Name: | University at Albany
Address: | 1400 Washington Avenue, Albany, NY 12222
b) List each campus where the entire program will be offered (with each institutional or branch
Program campus 6-digit SED Code):
Locations List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [X_] if not applicable:
(9) Program Title: | Japanese Studies
Registered
Program to be SED Program Code} 31501
Changed Awaitl(s) (eg. A.A., B.S.):| BA.
Number of Required Credits: | Minimum[120 ] If tracksoroptions, layestminnam[ ]
HEGIS Code: | 1108
CIP 2010 Code: | 16.0302
Effective Date of Change: | Fall 2023
Effective Date of Completion? | Spring 2027
d) Name and title: Kaitlyn Beachner Richards, Staff Associate for Undergraduate Academic Programs
Campus Contact Telephone and enmil: 518-422-3941 kbeachner@albany.edu
e) Signature affirms that the proposal has met all applicable campus administrative and shared
Chief Executive or | governance procedures for consultation, and the institution’s commitment to support the proposed
Chief Academic _| Program. E-signatures are acceptable.
Officer Approval | Name and title: Carol Kim, Ph.D., Senior Vice President for Academic Affairs & Provost,

Signature and date: CLD Apzil 25, 2023

If the program will be registered jointly? with one or more other institutions, provide the
following information for each institution:

Partner institution’ s name and 6-digit SED Code:

Name, title, and signature of partner institution’ s CEO (or append a signed letter indicating
approval of this proposal):

1 To propose changes that would create a new program, Form 3B, Creating a New Program from Existing Program(s), is required.

? If the current program(s) must remain registered until enrolled students have graduated, the anticipated effective date by which continuing students
will have completed the current version of the program(s).

3 If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.

[Section 2. Program Information ]

[Section 2.1. Changes in Program Content ]

[] No changes in program content. Proceed to Section 2.2.
Check all that apply. Describe each proposed change and why it is proposed.

[X] Cumulative change from SED’ s last approval of the registered program of one-third or more of the minimum credits
required for the award (e.g., 20 credits for associate degree programs, 40 credits for bachelor’s degree programs)

[ ] Changes in a program's focus or design

[ ] Adding or eliminating one or more options, concentrations or tracks

[ ] Eliminating a requirement for program completion (such as an intemship, clinical placement, cooperative education,
or other work or field-based experience). Adding such requirements must remain in compliance with SUNY credit
cap limits.

[ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules

Proposed Changes:

e Expansion of required credit load from 34 credits to 40 credits.
e First-year Japanese language courses (AEAC101 and AEAC102) will now be counted within major language
requirements.

e First and second-year language courses are being reorganized from 5-credit courses into 4-credit courses. The
reorganization is being done to ensure that the same levels of proficiency are attained despite the reduction of
one credit hour per course.

e Refonmulation of the relationship between language and culture components of the major. First- and seconc-year
language courses will now constitute the introductory aspect of the major with culture courses delivered at the
upper-level.

e Creation of a research process requirement consisting of two parts: an upper division research method course
(AEAS305) and an upper-division Research Capstone course (AEAS490).

Justification:

The new requirements are designed to accomplish three intellectual goals: (1) ensure students achieve both Japanese
language proficiency and gain greater expertise in Japanese cultural studies; (2) create a coherent, graduated pathway
from introductory material to more advanced coursework; and (3) develop research skills by aligning the program witha
research methods and capstone sequence that will require students who complete the program to have produced a
significant, undergraduate-appropriate research project.

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b) Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly indicates
all new or significantly revised courses, and other changes.

2007 J apanese Studies B.A. Requirements:

2023 Proposed J apanese Studies B.A.
Requirements:

33 credits:

40 Credits:

Required language sequence (16 cr.):

Required language sequence (22 Credits):

AEAJ 101 - Elementary J apanese | (4)

AEAJ 102 - Elementary J apanese II (4)

AEA) 201 - Intermediate | apanese | (5)

AEA) 201 - Intermediate | apanese | (4)

AEA) 202 - Intermediate J apanese Il (5)

AEA} 202 - Intermediate J apanese II (4)

AEA) 301 - Advanced J apanese | (3)

AEAJ 301 - Advanced J apanese | (3)

AEA) 302 - Advanced J apanese II (3)

AEAJ 302 - Advanced J apanese II (3)

Research Requirement (6 Credits)

AEAS 305 - East Asian Studies Research
Methods (3)

AEAS 490 - East Asian Studies Research
Capstone (3)

One introductory 100-leve course (3 cr.):

Japanese History Requirement (6 credits):

AEAS 103 - Sources of East
Asian Civilizations | (3)

Course not an Option for this New Requirement

AEAS 104 - Sources of East
Asian Civilizations II (3)

Course not an Option for this New Requirement

AEAJ 384 History of Premodern J apan (3)

Select one:

AEA] 385 History of Modern J apan (3)

AEAC 170 - China: Its Culture
and Heritage (3)

Course not an Option for this New Requirement

AEAJ 170 - J apan: Its Culture
and Heritage (3)

Course not an Option for this New Requirement

AEAK 170 - Korea: Its Culture
and Heritage (3)

Course not an Option for this New Requirement

Three intermediate prerequisite courses from
the following list:

Requirement eliminated.

AEA) 210 - Survey of Traditional | apanese
Literature (3)

Requirement eliminated

AEAJ 212 - Modern J apanese Literature in
Translation (3)

Requirement eliminated

AEA) 384 - History of J apan | (3)

Requirement eliminated. This course is listed above
for) apanese History Requirement.

AEA) 385 - History of J apan II (3)

Requirement eliminated. This course is listed above
for | apanese History Requirement.

AEAS 205 - East Asian Research and
Bibliographic Methods (3)

Requirement eliminated

AEAS 261 - Introduction to the Religions of
Japan (3)

Requirement eliminated

AEAS 265 - Introduction to Indian Buddhism
(3)

Requirement eliminated

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AEAS 266 - Buddhism in China and J apan (3)

Requirement eliminated

One 300-level seminar from the following list:

Upper-Division Electives (6 Credits from the
Following Options):

AEAS 321 - Exploring the Multicultural City (3)

AEAS 357 - Zen Buddhism (3)

AEAS 389 - Topics in East Asian History,
Literature, and Culture (3)

AEA) 391 - World War Il: The J apanese View
(3)

AEA) 438 - World War Il: The J apanese View
(3)

AEA) 396 - Meiji Literature in Translation (3)

AEAJ 435 - Meiji Literature in Translation (3)

AEAS 392 - East Asian Travel Literature (3)

Course Removed

AEAS 393 - Readings in Buddhist Texts (3)

AEAS 450 - Readings in Buddhist Texts (3)

AEAS 394 - Readings in J apanese Religious
Studies (3)

AEA] 460 - Readings in J apanese Religious
Studies (3)

AEAS 399 - Confucius and Confucianism (3)

Course Removed

One AEAJ 300- or 400-level elective, or AEAS
495:

AEAJ 301 - Advanced J apanese | (3)

Course is Required in above Language Requirements

AEA) 302 - Advanced J apanese II (3)

Course is Required in above Language Requirements

AEA) 384/Z - History of J apan | (3)

(if not selected as intermediate pre-req)

Course is Required in above History Requirements

AEA 385/Z - History of J apan Il (3)

(if not selected as intermediate pre-req)

Course is Required in above History Requirements

AEA) 389 - Topics in J apanese Literature,
History, and Culture (3)

AEAJ 389 - Topics in J apanese Literature,
History and Culture (3)

AEA) 411 - Readings in Modern J apanese
Literature (3)

Course Removed

AEAJ 436 Fascism: J apan and Beyond

AEA) 391 - World War Il: The J apanese View
(3)

AEA] 438 - World War Il: The J apanese View
(3)

c) Foreachneworsignificantly revised couse, provide a syllabus at the end of this form, and, on the SUNY Faaulty
Tahle provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly revised
course. NOTE: Syllabi for all courses should be available upon request. Each syllabus should show that all work for
credit is college level and of the appropriate rigor. Syllabi generally include a course description, prerequisites and
corequisites, the number of lecture and/or other contact hours per week, credits allocated (consistent with SUNY
policy on credit/contact hours), general course requirements, and expected student learning outcomes.

Please see appendix for syllabi .
d) What are the additional costs of the change, if any? If there are no anticipated costs, explain why.

The Department of East Asian Studies anticipates no addition costs to the implementation of these changes. There are
three reasons for this:
1. The Department’ s faculty has expanded since the 1990 requirements were approved. It has the capacity to offer
the number of courses required with current full-time and part-time staffing.
2. The Department has three tenured faculty specialists in Japanese Studies. In addition, other faculty members
with cognate expertise contribute required research courses to the program.
3. All courses required for the new requirements have already been created and are currently running in routine
rotation.

4of 11
[ Section 2.2. Other Changes

Check all that apply. Describe each proposed change and why it is proposed.

[ ] Programtitle

[ ] Program award

[X ]Mode of delivery
NOTES: (1) If the change in delivery enables students to complete 50% of more of the program via distance
education, submit a Distance Education Format Proposal as part of this proposal. (2) If the change involves
adding an accelerated version of the program that impacts financial aid eligibility or licensure qualification, SED
may register the version as a separate program

[ ] Fonmat change(s) (eg., from full-time to part-time), based on SED definitions, for the entire program
1) State proposed format(s) and consider the consequences for financial aid
2) Describe availability of courses and any change in faculty, resources, or support services.

[ ] A change in the total number of credits in a certificate or advanced certificate program

[ ] Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing
program. Exception: Small changes in the required number of credits in a licensure-qualifying program that do not
involve a course or courses that satisfy one of the required content areas in the profession.

5of 11
[Section 3. Program Schedule and Curriculum

a) Forundergraduate programs, complete the SUNY Undergraduate Program Schedule to show the sequencing and

scheduling of courses in the program. If the program has separate tracks or concentrations, complete a Program.
Schedule for each one.

NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program
conforms to SUNY’s and SED’s policies.

Tt must show howa student can complete all program: within SUNY credit limits, unless a longer
period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an
associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor’s degree.
Bachelor’ s degree programs should have at least 45 credits of upper division study, with 24 in the major.

Tt must show how students in A.A., A.S. and bachelor’s programs can complete, within the first two years of full-
time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses in the categories of Basic
Communication and Mathematics, and in at least 5 of the following 8 categories: Natural Science, Social
Science, American History, Western Civilization, Other World Civilizations, Humanities, the Arts and Foreign

Languages

Tt must show how students can complete Liberal Arts and Sciences (LAS) credits appropriate for the degree.
Whena SUNY Transfer Path applies to the program, it must show how students can complete the number of
SUNY Transfer Path courses shown in the Transfer Path Requirement Summary within the first two years of full-
time study (or 60 credits), consistent with SUNY’ s Student Seamless Transfer policy and MIP 2013-03.

Requests for a programlevel waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the
campus to submit a Waiver Request -with compelling justification(s).

EXAMPLE FOR ONE TERM: Undergraduate Program Schedule

Term 2: Fall 20xx
Course Number & Title Tr Prerequisite(s)
ACC 101 Principles of Accounting 4
MAT 111 College Mathematics 3 MAT 110
CMP 101 Introduction to Computers 3
HUM 110 Speech 3 BC 3 x
ENG 113 English 102 3 BC 3
Tem credit total: | 16 6 9 7 4

For graduate prograns, complete the SUNY Graduate Program Schedule. If the program has separate tracks or
concentrations, complete a Program Schedule for each one.

NOTE: The Graduate Schedule must include all curriculumrequirements and demonstrate that expectations from
Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of Education are met.

6of 11
SUNY Undergraduate Program Schedule (OPTION: You can paste an Excel version of this schedule AFTER this line, and delete the rest of this page.)

Program/Track Title and Award:_

_ Japanese Studies B.A.

a) Indicate academic calendar type: [ X ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
b) Label each term in sequence, consistent with the institution’ s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
c) Name of SUNY Transfer Path, if one exists:

d) Use the table to show how a typical student may progress through the prograi
Term 1: HE NOKE

See Transfer Path Requirement Summary for details

/expand the table as needed. Complete all columns that app

to a cour:

Term
Cr |GER | LAS |Maj|TPa| New |Co/Prerequisites GER TPa Co/Prerequisites
Course Number & Title th Course Number & Title Cr LAS |Maj|th |New
AEA] 101 - Elementary J apanese | 4 FL 4 4 xX AEAJ 102 - Elementary 4 FL 4 4 xX AEA) 101
Japanese Il
UUNI 110 - Writing and Critical Inquiry | 3 BC 3 General Education: Humanities |_3 HU 3 3
General Education: Mathematics 3 | MS 3 General Education: American 3 | AH 3
History
General Education: Art 3 | AR General Education: Social 3 | NS 3
Sciences
Free Elective 3 Free Elective 3
Tem credit totals:|_16 | 13 10 | 4 Tem credit totals: | 16 | 13 13) 7
Term 3: Term 4:
Cr |GER | LAS |Maj|TPa| New |Co/Prerequisites GER TPa Co/Prerequisites
Course Number & Title th Course Number & Title Cr LAS |Maj|th_ |New
AEA 201 - Intermediate | apanese | 4 FL 4 4 AEAJ 102 AEA} 202 - Intermediate 4 FL 4 4 AEA) 201
Japanese Il
AEA 384 - Premodern History of 3 | OW 3 3 AEA} 385 - Modern History of | 3 | OW 3 3
Japan Japan
General Education: Natural Science 3 NS 3 JPN Upper Level AEA} or 3 3 3 *Some
AEAS Courses (1 of 2) are new
General Education: Diversity 3 DV 3 LAS Elective 3 3
Upper-Level Free Elective 3
Tem credit totals:| 13 | 13 13 7 Temm credit totals:| 16 | 7 13 | 10
Term 5: Term 6:
Cr |GER | LAS |Maj|TPa| New | Co/Prerequisites GER TPa Co/Prerequisites
Course Number & Title th Course Number & Title Cr LAS [Maj/th |New
AEA 301 - Advanced J apanese | 3 FL 3 3 AEAJ 202 AEA) 302 - Advanced a EL: 3 3 AEA) 301
Japanese Il
JPN Upper Level AEA} or AEAS 3 3 3 *Some AEAS 305 - East Asian Studies | 3 3 3 Xx AEAJ 102 (1 year of
Courses (2 of 2) are new Research Methods. Japanese)
LAS Elective 3 3 LAS Elective 3 3
LAS Elective 3 3 Free Elective 3
Free Elective 3 Free Elective 3
Temcredit totals:| 15 | 3 12 [6 Term credit totals:| 15 | 3 9 6
Term 7: Term 8:
Cr |GER | LAS |Maj|TPa| New | Co/Prerequisites GER TPa Co/Prerequisites
Course Number & Title th Course Number & Title Cr LAS [Maj/th |New
AEAS 490 - East Asian Studies 3 3 3 xX AEAS 305 LAS Upper-Division Elective 3 3
Research Capstone

LAS Upper-Division Elective 3 3 LAS Upper-Division Elective 3 3
Upper Level LAS Elective 3 3 Upper Level LAS Elective 3. 3
Upper Level Free Elective 3 LAS Elective 3 3
Free Elective 3 Free Elective 3

Term credit totals: Term credit totals:

Total SUNY Elective & Upper [i yoe eo Number of SUNY GER Categories:

Program Totals (in credits): Credits: 121 | GER: 49 Other: 57 Division: 45 Major: 24 iD

KEY Cr: credits GER: SUNY General Education Requirement (Enter Category Abbreviation) LAS: Liberal Arts & Sciences (Enter credits) Maj: Major requirement (Enter credits) TPath: SUNY Transfer Path
Courses (Enter credits) New: new course (EnterX) Co/Prerequisite(s): list oo/prerequisite(s) for the noted courses Upper Division: Courses intended primarily for juniors and seniors SUNY GER Category
Abbreviations: American History (AH), Basic Communication (BC), Foreign Language (FL), Humanities (H), Math (M), Natural Sciences (NS), Other World Civilizations (OW), Social Science (SS), The Arts (AR),
Westem Civilization (WC)
SUNY Graduate Program Schedule OPTION: You can insert an Excel version of this schedule AFTER this line, and delete the rest of this page.)

Program/Track Title and Award:

a) Indicate academic calendar type: [ ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):

b) Label each term in sequence, consistent with the institution’ s academic calendar (e.g,, Fall 1, Spring 1, Fall 2)

Cc) Use the table to show how a typical student may progress through the program; copy/expand the table as needed.
d) Complete the last row to show program totals and comprehensive, culminating elements. C omplete all columns that apply to a course.

Term 1:

Term 2:

Course Number & Title

Credits

New

Co/Prerequisites

Course Number & Title

Credits

New

Co/Prerequisites

Term credit total:

Term 3:

Term credit total:

Term 4:

Course Number & Title

Credits

New

Co/Prerequisites

Course Number & Title

Credits

New

Co/Prerequisites

Term credit total:

Term 5:

Term credit total:

Term 6:

Course Number & Title

Credits

New

Co/Prerequisites

Course Number & Title

Credits

New

Co/Prerequisites

Term credit total:

Term 7:

Term credit total:

Term 8:

Course Number & Title

Credits

New

Co/Prerequisites

Course Number & Title

Credits

New

Co/Prerequisites)

Term credit total:

Identify the required comprehensive, culminating element(s), such as a thesis or examination, including course number(s), if

applicable:

New: X if new course

Prerequisite(s): list prerequisite(s) for the listed courses

[Section 4. SUNY Faculty Table

a) If applicable, provide information on faculty members who will be teaching new or significantly revised courses in the program. Expand the table as needed.

b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member

(a) b) © (dd) () (ti)
Faculty Member Name and Title and/or | % of Time | Program Courses Highest and Other Additional Qualifications: List
Rank at the Institution Dedicated Which May Be Applicable Earned Discipline(s) of Highest related certifications and
(Include and identify Program to This Taught Degrees (include College | and Other Applicable licenses and professional
Director.) Program | (Number and Title) or University) Earned Degrees experience in field.
PART 1. Full-Time Faculty
DEBLASI, Anthony 60 AEAS305 East PhD. Harvard University | East Asian Languages
Associate Professor Asian Research and Civilizations
Undergraduate Program Director Methods; AEAS490
East Asian Studies
Capstone
FESSLER, Susanna 100 AEAJ301 Advanced | Ph.D. Yale University East Asian Languages
Professor Japanese I; AEAJ302 and Literatures
Advanced Japanese
TI; AEAJ435 Meiji
Literature in
Translation;
AEAJ438 Word
War II: The Japanese
View
PERSON, John 00 AEAJ34 History of | PhD. University of East Asian Languages
Associate Professor Premodem Japan; Chicago and Civilizations
AEAJ385 History of
Modem Japan;
AEAJ436 Fascism:
Japan and Beyond
PROFFITT, Aaron 100 AEAJ460 Readings | PhD. University of Buddhist Studies
Associate Professor in Japanese Michigan - Ann Arbor
Religious Studies;
AEAS357 Zen.
Buddhism;
AEAS389 Topics in
East Asian History,
Literature, AEAS460
Readings in Buddhist
Texts

fa) b) © (d) ) )

Faculty Member Name and Title and/or | % of Time | Program Courses Highest and Other Additional Qualifications: List
Rank at the Institution Dedicated Which May Be Applicable Earned Discipline(s) of Highest related certifications and
(Include and identify Program to This Taught Degrees (include College | and Other Applicable licenses and professional
Director.) Program | (Number and Title) or University) Earned Degrees experience in field.
WOJNOVICH, Michiyo 100 AEAJ101 MS. University at Albany | Teaching English to
Lecter Elementary Japanese | (SUNY) Speakers of Other
J; AEAJ102 Languages (TESOL)
Elementary Japanese
TI; AEAJ423
Practicum in
Teaching Japanese

Part 2. Part-Time Faculty

OHATA, Kazumi 100 AEAJ101 M.S. University at Albany =| Cumiculum
Part-line Lecturer Elementary Japanese Development and.
I Instructional
Technology
BARBADORO, Amelia 20 AEAS321 Exploring | Ph.D. City University of Urban Education Policy
Part-line Lecturer the Multicultural New York Studies
City

Part 3. To-Be-Hired Faculty (List as
TBH1, TBH2, etc., and provide
expected hiring date instead of name.)
11
Japanese Studies Syllabi:

Japanese Courses:

AEAJ 101 — Elementary Japanese |

AEAJ 102 — Elementary Japanese II

AEAJ 384 — History of Premodern Japan

AEA) 385- History of Modern Japan

AEAJ 435 — Meiji Literature in Translation

AEAJ 436 — Fascism: Japan and Beyond

AEAJ 460 — Readings in Japanese Religious Studies

East Asian Studies Courses:

AEAS 305 — East Asian Studies Research Methods

AEAS 321 — Exploring the Multicultural City

AEAS 357 — Zen Buddhism

AEAS 389 — Topics in East Asian History, Literature, and Culture
AEAS 450 — Readings in Buddhist Texts

AEAS 490 — East Asian Studies Research Capstone
EAJ101 Elementary Japanese I
Call Number: / (4 Credits)

Fall, 20

Instructor/O ffice Hours/Phone/e-mail

Michiyo Kaya Wojnovich (Lecturer)

Office: HU 247

Office Hours: Monday 12:45 — 1:45, Tuesday 1:35 — 2:35 and by appointment

(When you would like to make an appointment, please email me, or talk to me at the end of the
lesson. We will discuss your appointment schedule. I can arrange an in-person/ Zoom meeting
with you.)

Phone: 442-4126

e-mail: mwojnovich@albany.edu

Meeting Time/ Locations

Call NO F. On-Line

T. TH. 10:30 — 11:50
Call NO F. On-Line

T.TH. 3:00 — 4:20

Course Description

This course is designed for students who have no experience in Japanese language learning.
The class covers basic grammatical structures, ritual expressions, and basic writing system.
This course consists of online work once a week and in person work twice a week. No
Prerequisites.

Course Objectives

The goal of this course is for the students to gain knowledge of basic Japanese grammar, and to
acquire basic Japanese language skills (listening, speaking, writing, and reading). By the end of
this course, the students will be able to
e communicate short messages on highly predictable, everyday topics that affect them
directly.
e read a limited amount of information from highly predictable texts in which the topic or
context is very familiar.
e meet limited basic practical writing needs using lists, short messages, postcards, and
simple notes.
e Students are expected to reach the ACTFL Novice Mid-level for listening, speaking,
writing, and reading skills.
Textbooks

1. Eri Banno, Y utaka Ohno, Y oko Sakane, Chikako Shinagawa. Genki 1: An Integrated Course
in Elementary Japanese. (3rd Edition) The Japan Times. (Required)

2. Eri Banno, Y utaka Ohno, Y oko Sakane, Chikako Shinagawa. Genki 1: An Integrated Course
in Elementary Japanese. Workbook. (3rd Edition) The Japan Times. (Required)

Technical Assistance
If you need technical assistance when you are using Blackboard or to report a problem with
Blackboard, you can call the ITS desk.
e UAlbany ITS Help Desk (weekdays)
Open M-F during daytime business hours
Phone: 518-442-3700
Online: http://www.albany.edu/its/help
e Blackboard Support Center (evenings & weekends)
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Phone: 844-852-5696
Online: http://albany.edusupportcenter.com

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General Education Learning Objectives of Foreign Language Courses
(http://www.albany.edu/generaleducation/foreign-language.php)
This course fulfills the General Education Category of Foreign Language

Students will demonstrate:

1. proficiency in the understanding and use of fundamental elements of a foreign language.
2. knowledge of distinctive features of the culture(s) associated with the language they are
studying.
Class Work

Students will learn greetings, and basic ritual expressions.

2. Students will learn very simple sentence structures such as X wa Y desu, X wa (object) 0
Activity Verb, and (place) ni X ga arimasu/imasu, etc.

3. Students will learn basic verb and adjective conjugations (long present/past forms of
verbs and adjectives, te-forms of verbs).

4. Students will practice reading and writing all Hiragana characters, all Katakana

characters, 58 new Kanji characters (Lesson 3 - Lesson 6).

Students will study from Genki I Lesson | to Lesson 6.

Japanese culture issues are discussed from time to time throughout the semester.

On Friday, new expressions and grammar materials are introduced on-line. Students watch
grammar lecture videos to learn new grammar. They will practice basic grammar using
audio files, and web links. At the end of the practices, they can check their comprehension
by completing homework exercises. Online sessions are asynchronous, which means that
you do not need to log on at a specific time on Fridays. However, you must log on and
complete the lesson (i.e., learn the new expressions, study the grammar, etc. and complete the
homework exercises) on or before the date specified online.

On Tuesday and Thursday, we meet face to face. Students review new sentence
structures, and practice conversation using them with their partners and group members.

To meet the learning objectives for the course, students must:
e Attend both online and in-person sessions regularly.
e Participate in online discussions and group/partner conversation practice.

e Follow the homework assignment directions and complete all assignments in a timely
fashion.

e Take all quizzes and tests.

Grading

Homework Assignments 10%
Participation/ Preparation 10%
Lesson Quizzes 30%
Kana and Kanji Quizzes 10%
Vocabulary Quizzes 10%
Mid Term Exam 15%
Final Examinations 15%

(Listening 5%/ Grammar, Kanji)

The grading scale is shown below.
93-100% =A; 90-92% =A -; 87-89% =B +; 83-86% =B; 80-82% =B-; 77-79% =C +, 73-76%=C; 70-
72% =C-; 67-69% =D +; 63-66% =D; 60-62% =D-; 0-59%=E.
Three Hiragana quizzes, three Katakana quizzes, three Kanji quizzes will be given. Two
vocabulary quizzes, and a lesson test will be given for L1, 2, 4,5. As for Lesson 6, two
vocabulary quizzes will be given. We also have mid-term exams (grammar L1, 2, 3) and
final exams (listening, kanji L3-L6, and grammar L4, 5, 6).

Speaking skill is evaluated during class work activities; being absent from in-person class
many times will lead to a poor speaking skill grade.

Penalty for absences (No extra work can make up for the absences.)
Attendance is very important. Absences are excused only if written notes on
institutional stationary are provided.

a. One grade lower for more than 4 inexcusable absences.

Two grades lower for more than 6 inexcusable absences.
One Letter grade lower for more than 8 inexcusable absences.
An additional grade lower for every 2 times of inexcusable absences after 9.
Students who are absent from in-person class more than 50 % (14 times) of the
total number of in-person class days (28) will fail the course.

eeaos

Absence due to religious observance: In accordance with New York State Education
Law (Section 224-A), campuses are required to excuse, without penalty, individual
students absent because of religious beliefs, and to provide equivalent opportunities for
make-up examinations, study, or work requirements missed because of such absences.
The instructor works directly with students to accommodate religious observances.
Students should notify the instructor in a timely manner.

When you come late for in person class, report it to the instructor at the end of the class
on that day. OTHERWISE, YOU ARE CONSIDERED ABSENT.
a. Three times of being late for more than 10 minutes to 30 minutes will be equal to
one day absence.
b. Being late for more than half the class time will be equal to one day absence.

All assignments must be completed and turned in on time. No late assignments will be
accepted.

There will be NO MAKE-UP Quiz/Exam given unless formal written proof
of a legitimate reason is provided, such as a medical emergency. The time for taking the
make-up must be as soon as possible after the original test/quiz.

Course Policies

Attend Class

Students are expected to attend all sessions of both online and in person class. Attendance
is essential for the success of the course. Your instructor will grade on how you
participate in class for every session.
Establish Rapport

Make a lot of good friends in class to study with. Have study sessions with your group
before quizzes and tests.

Also, if you have any trouble with keeping up with your course work, please

let your instructor know as soon as you can, so that we can find a solution.

No Cheating/Plagiarizing

Cheating/Plagiarizing will lead to failure on the test/assignment.

You are expected to commit active learning in class and integrity in your
behavior.

(http://www.albany.edu/studentconduct/standards_of academic_integrity.php)

Netiquette

Please observe proper "netiquette" -- courteous and appropriate forms of communication
and interaction over the Internet (within your online course). This means no personal
attacks, obscene language, or intolerant expression. All viewpoints should be respected.
NOTE: The instructor of this course reserves the right to remove any

questionable or offensive material from public areas of this course.
http://www.albion.com/netiquette/corerules.html

Accommodating Disabilities

If you have a disability, please submit official documentation to prove your disability,
and make an appointment with your instructor to discuss ways to help you succeed in the
course. The University provides a great deal of information on the services it offers to
disabled students. See the Disability Access and Inclusion Student Services website.

DAISS Contact Information:
daiss@albany.edu
Campus Center 130
Phone (518) 442-5501; Fax (518) 442-5400
Hours of Operation:
Fall & Spring Semesters: 8:30 a.m. to 5 p.m.
Fall & Spring Finals: 8 a.m. to 7:30 p.m.

Be Responsible

Keep your appointment with instructors. Be punctual.
If you cannot come at the scheduled time or must reschedule, call beforehand. If for
some reason, you could not call in advance, call afterward as soon as you can.

Instructors are your Learning Tools.

You are here to learn. We are here to teach. If you do not understand the material, please
make appointments with the instructor. You may ask any of the instructors, not just the
instructor of your class.

Make Many Mistakes!
You learn the best when you make mistakes. Others can learn from your mistakes, too.
Do not be afraid of making mistakes.

e Ask Many Questions!
You also learn the best when you ask questions. If you do not understand something, do
not hesitate to ask your instructor questions.

e Study Hard!

It takes TIME, EFFORT, and a RELAXED ATTITUDE to master a foreign language.

Be patient, relaxed, and STUDY HARD.

AEAJ101 Class Work, and Test/Quiz Schedule

In person In person Online
Week 1 Syllabus discussion | L1 /Hiragana L1 G1/Hiragana
Introduction
Week 2 L1 G1/Hiragana L1 G2/Hiragana L1 G3/Hiragana
L1 Vocab. #1 Quiz L1 Vocab. #2 Quiz
Week 3 L1 Review L1 Test L2 G1,2/Katakana
Hiragana Quiz #1
Week 4 L2 G1,2,3/Katakana | L2G 4,5,6/Katakana | L2G 6,7/Katakana
L2 Vocab #1 Quiz L2 Vocab #2 Quiz
Week 5 L2 G6,7/Katakana L2 Review/Katakana | L2 Review/Katakana
Hiragana Quiz #2 Katakana Quiz #1
Week 6 L2 Test L3 G 1,2,3/Kanji L3 G 3,4/Kanji
L3 Vocab #1 Quiz
Week 7 L3G 3,4,5/Kanji L3G 5,6, L3 Review/Kanji
L3 Vocab #2 Quiz Review/Kanji
Week 8 Fall Break L3 Review/Kanji L1,2,3 Review
Katakana Quiz #2
Week 9 Midterm Exam L4 G1,2,3/Kanji L4 G3,4,5/Kanji
(L1,2,3) L4 Vocab. #1 Quiz
Week 10 L4G 4,5,6/Kanji L4G 6,7,8/Kanji L4 Review
L4 Vocab. #2 Quiz L3 Kanji Quiz
Week 11 L4 Review L4 Test L5G 1,2/Kanji
L4 Kanji Quiz
Week 12 L5 G3,4/ Kanji L5 G 5,6 /Kanji L5 Review/Kanji
L5 Vocab. #1 Quiz L5 Vocab, #2 Quiz
Week 13 L5 Review L5 Test L6G1,2
Week 14 L6 G1,2,3 Thanksgiving Break | Thanksgiving Break

L5 Kanji Quiz

Week 15

L6G 4,5,6/Kanji
L6 Vocab. #1 Quiz

L6G 6,7/Kanji
L6 Vocab. #2 Quiz

L6 Review

Week 16

L6 Review

Listening Exam

AEAJ 102 Elementary J apanese II
Class Numbers and (4 Credits)

Spring, 202__
Instructor/O ffice Hours/Phone/e-mail

Michiyo Kaya Wojnovich (Lecturer)

Office: HU 247

Office Hours: Monday 12:45 — 1:45, Tuesday 1:35 — 2:35 and by appointment

(When you would like to make an appointment, please email me, or talk to me at the end of
the lesson. We will discuss your appointment schedule. I can arrange an in-person/ Zoom
meeting with you.)

Phone: 442-4126

e-mail: mwojnovich@ albany.edu

Meeting Time/ Locations

Call NO F. On-Line

T. TH. 10:30 — 11:50
Call NO F. On-Line

T.TH. 3:00 — 4:20

Course Description

The course is the second semester course of first year Japanese. This course consists of
online work once a week and in person work twice a week. Prerequisites: AEAJ101 or
Permission of Instructor.

Course Objectives
The goal of this course is for the students to increase their knowledge of basic Japanese

grammar, and to acquire basic Japanese language skills (listening, speaking, writing, and
reading). By the end of this course, the students will be able to
e engage in basic Japanese conversation to satisfy their survival level needs in a
culturally appropriate manner.
be able to read some information from the simplest texts dealing with familiar topics.
be able to create statements and formulate questions based on familiar material.
e Students are expected to reach the ACTFL intermediate low level for listening,
speaking writing and reading skills.

Textbooks

1. Eri Banno, Y utaka Ohno, Y oko Sakane, Chikako Shinagawa. Genki 1: An Integrated
Course in Elementary Japanese. (3rd Edition) The Japan Times. (Required)

2. Eri Banno, Y utaka Ohno, Y oko Sakane, Chikako Shinagawa. Genki 1: An Integrated
Course in Elementary Japanese. Workbook. (3rd Edition) The Japan Times. (Required)
Technical Assistance
If you need technical assistance when you are using Blackboard or to report a problem with
Blackboard, you can call the ITS desk.
e UAlbany ITS Help Desk (weekdays)
Open M-F during daytime business hours
Phone: 518-442-3700
Online: http://www.albany.edu/its/help
e Blackboard Support Center (evenings & weekends)
Open M-F overnight (5:00PM - 9:00AM) and 24x7 on weekends
Phone: 844-852-5696
Online: http://albany.edusupportcenter.com

If you are not sure about using Blackboard, you can visit these Blackboard resource links:

e¢ Check your browser
Be sure you are using a compatible browser and operating system.
https://help.blackboard.com/Lear/Student/Getting Started/Browser Support/Browser_ Checker

e Blackboard Help for Students
A set of FAQ and instructions on how to use Blackboard's features.
https://help.blackboard.com/Learn/Student

« Blackboard's YouTube Playlist for Students

Video tutorials about how Blackboard can support your online learning needs.
https://www.youtube.com/user/BlackboardTV /playlists?shelf_id=3&sort=dd&view=50

This course fulfills the General Education Category of Foreign Language

General Education Learning Objectives of Foreign Language Courses
(http://www.albany.edu/generaleducation/foreign-language.php)

Students will demonstrate:

1. proficiency in the understanding and use of fundamental elements of a foreign
language.

2. knowledge of distinctive features of the culture(s) associated with the language they
are studying.

Class Work

1. Students will review basic adjective and verb conjugations (long forms of verbs and
adjectives, te-form of verbs)

2. Students will review kanji characters (Genki I, Lesson 3 — Lesson 6)

3. Students will practice reading and writing 87 new kanji characters. (Lesson 7 - Lesson
12)

4. Students will study from Genki I Lesson 7 to Lesson 12.

5. Japanese culture issues are discussed from time to time throughout the semester.

On Friday, new expressions and grammar materials are introduced on-line. Students
watch grammar lecture videos to learn new grammar. They will practice basic grammar
using audio files, and web links. At the end of the practices, they can check their
comprehension by completing homework exercises. Online sessions are asynchronous.
which means that you do not need to log on at a specific time on Fridays. However, you
must log on and complete the lesson (i.e., learn the new expressions, study the grammar.
etc. and complete the homework exercises) on or before the date specified online.

On Tuesday and Thursday, we meet face to face. Students review new sentence
structures, and practice conversation using them with their partners and group members.

To meet the learning objectives for the course, students must:
e Attend both online and in-person sessions regularly.
e Participate in online discussions and group/partner conversation practice.
e Follow the homework assignment directions and complete all assignments in a timely
fashion.
e Take all quizzes and tests.

Grading

Homework Assignments 10%
Participation/ Preparation 10%
Lesson Tests 22%
Kanji Quizzes 10%
Verb/Adjective Conjugation Quiz 3%
Vocabulary Quizzes 10%
Mid Term Examination 15%
Listening Test 5%
Final Examination 15%

(Reading, Writing, Grammar, Kanji)

The grading scale is shown below.
93-100%=A; 90-92% =A -; 87-89% =B +; 83-86% =B; 80-82% =B-; 77-79% =C +; 73-
76% =C; 70-72% =C-; 67-69% =D +; 63-66% =D; 60-62% =D-; 0-59% =E.

¢ Two vocabulary quizzes, a kanji quiz, and a lesson test will be given for each lesson.
We also have verb/adjective conjugation quizzes, mid-term exams (Kanji, listening,
and grammar) and final exams (listening, kanji, and grammar).

e Speaking skill is evaluated during class work activities; being absent from in-person
class many times will lead to a poor speaking skill grade.

e Penalty for absences (No extra work can make up for the absences.)
Attendance is very important. Absences are excused only if written notes on
institutional stationary are provided.
One grade lower for more than 4 inexcusable absences.
Two grades lower for more than 6 inexcusable absences.
One Letter grade lower for more than 8 inexcusable absences.
An additional grade lower for every 2 times of inexcusable absences after 9.
Students who are absent from in-person class more than 50 % (14 times) of the
total number of in-person class days (28) will fail the course.

eno gp
Absence due to religious observance: In accordance with New York State Education
Law (Section 224-A), campuses are required to excuse, without penalty, individual
students absent because of religious beliefs, and to provide equivalent opportunities
for make-up examinations, study, or work requirements missed because of such
absences. The instructor works directly with students to accommodate religious
observances. Students should notify the instructor in a timely manner.

When you come late for in person class, report it to the instructor at the end of the
class on that day. OTHERWISE, YOU ARE CONSIDERED ABSENT.
a. Three times of being late for more than 10 minutes to 30 minutes will be equal
to one day absence.
b. Being late for more than half the class time will be equal to one day absence.

All assignments must be completed and turned in on time. No late assignments will
be accepted.

There will be NO MAKE-UP Quiz/Exam given unless formal written proof
of a legitimate reason is provided, such as a medical emergency. The time for taking
the make-up must be as soon as possible after the original test/quiz.

Course Policies

Attend Class

Students are expected to attend all sessions of both online and in person class.
Attendance is essential for the success of the course. Your instructor will grade on
how you participate in class for every session.

Establish Rapport

Make a lot of good friends in class to study with. Have study sessions with your
group before quizzes and tests.

Also if you have any trouble with keeping up with your course work, please

let your instructor know as soon as you can, so that we can find a solution.

No Cheating/Plagiarizing

Cheating/Plagiarizing will lead to failure on the test/assignment.

You are expected to commit active learning in class and integrity in your
behavior.

(http://www.albany.edu/studentconduct/standards of academic integrity.php)

Netiquette

Please observe proper "netiquette" -- courteous and appropriate forms of
communication and interaction over the Internet (within your online course). This
means no personal attacks, obscene language, or intolerant expression. All viewpoints
should be respected.

NOTE: The instructor of this course reserves the right to remove any

questionable or offensive material from public areas of this course.
http://www.albion.com/netiquette/corerules.html

Accommodating Disabilities

If you have a disability, please submit official documentation to prove your disability,
and make an appointment with your instructor to discuss ways to help you succeed in
the course. The University provides a great deal of information on the services it
offers to disabled students. See the Disability Access and Inclusion Student Services
website.

Be Responsible

Instructors are your Learning Tools.

You are here to learn. We are here to teach. If you do not understand the material,
please make appointments with the instructor. You may ask any of the instructors,
not just the instructor of your class.

Make Many Mistakes!
You learn the best when you make mistakes. Others can learn from your mistakes,
too. Do not be afraid of making mistakes.

Ask Many Questions!
You also learn the best when you ask questions. If you do not understand something,
do not hesitate to ask your instructor questions.

Study Hard!
It takes TIME, EFFORT, and a RELAXED ATTITUDE to master a foreign
language. Be patient, relaxed, and STUDY HARD.
AEAJ 102 Class Work, and Test/Quiz Schedule

In person In person Online
Week | Syllabus/ Intro 101 Review L7 G1,2,3
Week 2 L7G1,2, 3,4 L7 G3,4,5 L7G5,6
L7 Vocab. #1 L7 Vocab #2
Week 3 L7 Review L? Test. L8 G1,2
L7 Kanji Quiz
Week 4 L8 G1,2,3,4 L8 G3,4,5 L8 G 6,7,8
L8 Vocab. #1 L8 Vocab. #2
Week 5 L8 G6,7,8 L8 Review L7,8 Review
L8 Kanji Quiz
Week 6 L8 Test L9G 1,2,3 L9 G4,5
L9 Vocab. #1
Week 7 L9G 4,5,6 L9 G6,7 L9 Review
L9 Vocab. #2
Week 8 L7,8,9 Review Midterm Exam L10 G1,2
Midterm Kanji Exam
Week 9 Spring Break Spring Break Spring Break
Week 10 L10 G1,2,3 L10 G3,4,5 L10 G6,7,
L10 Vocab. #1 L10 Vocab. #2
Week 11 L10 G5,6,7 L10 Review L10 Review
L10 Kanji Quiz
Week 12 L10 Test L11 G1,2 LI1G34
L11 Vocab. #1
Week 13 L11 G2,3,4 L11 Review L11 Review
L11 Vocab. #2
Week 14 L11 Test L12G1,2 L12G34
L11 Kanji Quiz L12 Vocab. #1
Week 15 L12 G3,4,5,6 L12 Review L12 Review
L12 Vocab. #2
Week 16 Listening Exam Review

History of Premodern Japan
AEAJ 384 (7430) / AHIS 384 (7431)

University at Albany, Fall 2021

Instructor: John D. Person, Associate Professor, Department of East Asian Studies
e-mail: jperson@albany.edu

Tel (Office): 518-442-4579

Time and Place: MW 3:00 - 4:20, LC0012

Office Hours: 1:30-2:30pm MW, or by appointment.

Credit Hours: 3.0

Course Description:

This course surveys the history of Japan from the earliest records referring to societies on the
archipelago to the rule of the Tokugawa Shogunate beginning in the 17 century. We will
analyze primary sources in translation, as well as a variety of secondary sources in
investigating social, political, and intellectual trends of Japan’s past. Students will develop
skills in textual analysis, argumentative writing, effective communication, as well as a broad
knowledge of pre-modern Japanese history. There are no prerequisites for this course.

Learning Objectives and General Education

LEARNING OBJECTIVES:
¢ Students will be able to identify the geography and ethnography of premodern Japan.
¢ Students will be able to identify the outline and major periods in the history of
premodern Japan.
¢ Students will be able to identify the major issues in the modern transformation of Japan.
¢ Students will be able to identify major currents of literature, philosophy, religion in
premodern Japan.

GENERAL EDUCATION INFORMATION:
This class fulfills the General Education category of International Perspectives.

Characteristics of all General Education Courses
1. General Education courses offer introductions to the central topics of disciplines and

interdisciplinary fields.

2. General Education courses offer explicit rather than tacit understandings of the
procedures, practices, methodology, and fundamental assumptions of disciplines and
interdisciplinary fields.

3. General Education courses recognize multiple perspectives on the subject matter.
4, General Education courses recognize active learning in an engaged environment that
enables students to be producers as well as consumers of knowledge.

5. General Education courses promote critical inquiry into the assumptions, goals, and
methods of various fields of academic study; they aim to develop the interpretive,
analytic, and evaluative competencies characteristic of critical thinking.

This course fulfills the General Education category of International Perspectives by meeting
learning objectives focused on a “region beyond Europe.” Such courses enable students to
demonstrate:

1. Knowledge of the distinctive features (e.g. history, institutions, economies, societies,

cultures) of one region beyond Europe or European North America.

2. An understanding of the region from the perspective of its people(s).

3. An ability to analyze and contextualize cultural and historical materials relevant to the
region.

4. An ability to locate and identify distinctive geographical features of the region.

Course Requirements & Policies

GRADING: Your performance in this course will be evaluated on the A-E scale. The grading
breakdown is as follows:

Attendance and Class Participation 10%

Perusall Reading Assignments 20%

Short Essay Assignment 15%

Midterm Exam 25%

Final Exam 30%
GRADING STANDARD:

100 - 93 = A; 92-90 = A-

89 - 87 = B+; 86 - 83 = B; 82 - 80 = B-
79 - 77 = C+; 76 - 73 = C; 72-70 = C-
69 - 67 = D+; 66 - 63 = D; 62 - 60 = D-
Under 60 = E

CONSISTENT PARTICIPATION IS MANDATORY: Students must inform the instructor prior
to class if they need to miss a class. Students unable to participate in class on certain days
because of religious beliefs will be excused per NYS law, Section 224-A. Students are asked to
inform the instructor in advance if they plan to miss class for religious reasons.

STUDENTS WITH DISABILITIES: I request that any student with a documented disability
needing academic adjustments or accommodations consult with me during the first two weeks
of class. All discussions will remain confidential. For more information, please visit Disability
Resource Center. Their website is available here:

http:/ /www.albany.edu/ disability /index.shtml

ACADEMIC HONESTY: Any use of work produced by another person without proper
citation is plagiarism and is a violation of the academic code of honesty. The instructor
reserves the right to dismiss from the course any student that is caught cheating on an
assignment or plagiarizing the work of another person. Please see the university's policies for
academic regulations for more info:

http:/ /www.albany.edu/undergraduate_bulletin/regulations.html

CLASSROOM SAFETY: Face-coverings are required in the classroom and must be worn
throughout the class period. Eating and drinking are prohibited during class time. These are
University requirements this semester. For more information, please review the protocols on
the following link: https://www.albany.edu/covid-19/fall-2021

REQUIRED TEXTS:

Karl Friday, ed., Japan Emerging: Premodern History to 1850 (Westview Press, 2012)
Referred to as JE below

NOTE: All readings, including the textbook above, will be distributed through Perusall.

Course Schedule

NOTE: This schedule of topics and readings may be subject to adjustments throughout the
semester.

WEEK 1
August 23: Introduction
August 25: History, Chronology, and the Past
¢ JE pp. 3-31; 55-65 (Gina L. Barnes, “Japan’s Natural Setting”; Karl Friday, “Sorting the
Past”; Joan Piggot, “Defining ‘Ancient’ and ‘Classical’”; C. Melvin Aikens, “Origins of
the Japanese People”)
WEEK 2
August 30: Prehistory & “Wa” in the Chinese Records
e “Japan in the Wei Dynastic History” (PDF)
e “Early Shinto” (PDF)
¢ Laura Miller, “Rebranding Himiko, the Shaman Queen of Ancient History” (PDF)

Sept. 1: Prince Shotoku & The Chinese Model of Rulership
e “The Impact of Chinese Civilization” (PDF)

¢ JE pp. 98-107 (Douglas Fuqua, “Centralization and State Formation in Sixth- and
Seventh-Century Japan”)

WEEK 3
Sept. 6: NO CLASS (Labor Day)
Sept. 8: Building Nara
¢ Gary Ebersole, “Mythistory, Ritual, and Poetry in Early Japan” (PDF)
« Recommended: JE pp. 111-121 (Ross Bender, “Emperor, Aristocracy, and the Ritsuryo
State: Court Politics in Nara”)

WEEK 4
Sept. 13: Producing the Peripheries
e “The Legend of Prince Yamatotakeru” (PDF)
¢ Kuroda, “Shinto in the History of Japanese Religion”

Sept. 15: Buddhism and the Nara State
e JE pp. 135-145 (Mikael Adolphson, “ Aristocratic Buddhism”)

WEEK 5
Sept. 20: The Move to Heian

¢ JE pp. 122-134; 157-166 (Mikael Adolphson, “Oligarchy, Shared Rulership, and Power
Blocs,” Charlotte von Verschuer, “The Provinces and the Public Economy, 700 - 1100”)

Sept. 22: Peer Review Session for Essay Assignment
9/25: Essay Assignment Due Submit your paper through Blackboard

WEEK 6
Sept. 27: Heian Peripheries & "Deconstructing" Japan
e AMINO Yoshihiko, “Deconstructing ‘Japan’” (PDF)

Sept. 29: Court Culture & The Shoen System
¢ JE pp. 167-177 (Ethan Segal, “The Shoen System”)

¢ Recommended: JE pp. 146-157 (Robert Borgen and Joseph T. Sorensen, “The Canons of
Courtly Taste”)
WEEK 7
Oct. 4: Rise of the Samurai & the Kamakura Bakufu
e The Chronicles of Yoshitsune, excerpts (PDF)
e JE pp. 178-188 (Karl Friday, “The Dawn of the Samurai”)
¢ Recommended: JE pp. 189-199 (Andrew Edmund Goble, “The Kamakura Shogunate and
the Beginnings of Warrior Power”) & JE pp. 203-212 (Ethan Segal, “Kamakura and the
Challenges of Governance”)

Oct. 6: Mappo & Mongol Invasions
© — Hojoki (PDF)
e “The Mongol Invasions of Japan” and “Nichiren: The Sun and the Lotus” (PDF)
¢ Recommended: JE pp. 224-232 (William M. Bodiford, “Medieval Religion”)

WEEK 8
Oct. 11: NO CLASS (Fall Break)
Oct. 13: Ashikaga (Muromachi) Bakufu and the Northern and Southern Court Conflicts
¢ JE pp. 213-223, 233-266 (Andrew Edmund Goble, “Go-Daigo, Takauji, and the
Muromachi Shogunate”; David Eason, “Warriors, Warlords, and Domains”; Thomas D.
Conlan, “Medieval Warfare”; Linda H. Chance, “Medieval Arts and Aesthetics”)

WEEK 9
Oct. 18: Review Session for Midterm
Oct. 20: Muromachi Bakufu and the Ming Empire
¢ TABATA Yasuko, Women's work and status in the changing medieval economy (PDF)

WEEK 10
Oct. 25: Midterm Peer Review Session

10/28: Midterms Due Submit your paper as an email attachment to Prof. Person
named “yourlastnamemidterm.doc(x).” Please submit as one file.

Oct. 27: The Warring States Period
¢ Spafford, “An Apology of Betrayal”

WEEK 11
Nov. 1: Oda Nobunaga and the idea of “Early Modern”
¢ JE pp. 267-320 (Hitomi Tonomura, “Gender Relations in the Age of Violence,” Thomas
Keirstead, “The Rise of the Peasantry,” Ethan Segal, “The Medieval Economy,” Michael
Laver, “Diplomacy, Piracy, and the Spaces Between: Japan and East Asia in the
Medieval Period”, Early Modern Timeline, Lee Butler, “The Sixteenth-Century
Reunification”

Nov. 3: Toyotomi Politics and the Korean Expedition
¢ “Unification by Toyotomi Hideyoshi” (PDF)
WEEK 12
Nov. 8: Post-Sekigahara Settlement & Tokugawa Order
¢ Mary Elizabeth Berry, “Public Peace and Private Attachment”

Nov. 10: Travel, Mobility, and the Tokugawa Village
e JE pp. 321-332 (Philip Brown, “The Political Order”)

WEEK 13
Nov. 15: The Dutch East India Company and Foreign Policy under Tokugawa
e JE pp. 333-343; 356-377 (Michael Laver, “A Whole New World (Order), David L. Howell
“Urbanization, Trade, and Merchants”; Frank Chance, “Ukiyo Asobi””

Nov. 17: Genroku Culture & Merchant Culture
e Amy Stanley, “Adultery, Punishment, and Reconciliation in Tokugawa Japan”

WEEK 14
Nov. 22: Premodern History in Contemporary Popular Culture

November 24 - November 29: Thanksgiving Break

WEEK 15
Nov. 29: Confucianism and Nativism in Tokugawa Japan
¢ MOTOORI Norinaga, “Naobi no mitama” (PDF)

Dec. 1: Final Exam Review Session

WEEK 16
Dec. 6: Final Exams Distributed

FINAL EXAM DUE: 12/12
History of Modern Japan
AEAJ 385 (3972) /AHIS 385 (6836)

University at Albany, Spring 2021

Instructor: John Person, Associate Professor, Department of East Asian Studies
e-mail: jperson@albany.edu

TuTh 3:00 — 4:20 when meeting synchronously

Fully Online Course

Credit Hours: 3 Credits

Office: HU242

Office Hours: TTh 1:30 — 2:30, or by appointment

Course Description:

This course is a survey of the history of Japan from the mid-18" century to the present. We will
examine the political, economic, social, and cultural institutions of Japan in relation to the everyday
lives of its inhabitants. Though scholars typically call these periods the early modern and modern era of
Japanese history, the way in which scholars, critics, and popular discourse have understood the words
“modern” and “Japan” have gone through many changes, as has the basic assumptions that govern the
field of Japanese history. We will focus on these issues as we attempt to formulate our own narratives
of the history of Japan throughout the semester. There are no prerequisites for this course.

Learning Objectives and General Education

LEARNING OBJECTIVES:
¢ Students will be able to identify the geography and ethnography of modern Japan.

¢ Students will be able to identify the outline and major periods in the history of modern Japan.
¢ Students will be able to identify the major issues in the modern transformation of Japan.

GENERAL EDUCATION INFORMATION:
This class fulfills the General Education category of International Perspectives.

Characteristics of a// General Education Courses
1. General Education courses offer introductions to the central topics of disciplines and

interdisciplinary fields.

2. General Education courses offer explicit rather than tacit understandings of the procedures,
practices, methodology, and fundamental assumptions of disciplines and interdisciplinary fields.

3. General Education courses recognize multiple perspectives on the subject matter.

4. General Education courses recognize active learning in an engaged environment that enables
students to be producers as well as consumers of knowledge.

5. General Education courses promote critical inquiry into the assumptions, goals, and methods of
various fields of academic study; they aim to develop the interpretive, analytic, and evaluative
competencies characteristic of critical thinking.

This course fulfills the General Education category of International Perspectives by meeting learning
objectives focused on a “region beyond Europe.” Such courses enable students to demonstrate:
1. Knowledge of the distinctive features (e.g. history, institutions, economies, societies, cultures) of
one region beyond Europe or European North America.

2. An understanding of the region from the perspective of its people(s).

An ability to analyze and contextualize cultural and historical materials relevant to the region.

4. An ability to locate and identify distinctive geographical features of the region.

Course Requirements & Policies

GRADING: Your performance in this course will be evaluated on the A-E scale. The grading breakdown
is as follows:

Perusall Assignments 25%
Short Essay Assignment 15%
Midterm Exam 25%
Final Exam 35%

GRADING STANDARD:
100 — 93 = A; 92-90 =A-
89 — 87 = B+; 86 — 83 = B; 82 - 80 = B-
79 —77 = C+; 76 — 73 = C; 72-70 =C-
69 - 67 = D+; 66 — 63 = D; 62 - 60 = D-
Under 60 = E

CONSISTENT PARTICIPATION IS MANDATORY: Students must inform the instructor prior to class if they
need to miss a class. Students unable to participate in class on certain days because of religious beliefs
will be excused per NYS law, Section 224-A. Students are asked to inform the instructor in advance if
they plan to miss class for religious reasons.

STUDENTS WITH DISABILITIES: | request that any student with a documented disability needing
academic adjustments or accommodations consult with me during the first two weeks of class. All
discussions will remain confidential. For more information, please visit Disability Resource Center.
Their website is available here: http://www.albany.edu/disability/index.shtml

ACADEMIC HONESTY: Any use of work produced by another person without proper citation is
plagiarism and is a violation of the academic code of honesty. The instructor reserves the right to
dismiss from the course any student that is caught cheating on an assignment or plagiarizing the work
of another person. Please see the university’s policies for academic regulations for more info:
http://www.albany.edu/undergraduate_bulletin/regulations.html

REQUIRED TEXTS:

Andrew GORDON, A Modern History of Japan (Purchased through Perusall)
KATSU Kokichi, Musui’s Story (Purchase through the bookstore)
* All other readings will be provided as PDFs through Persuall.

COURSE SCHEDULE
*Please be prepared to see changes in the syllabus throughout the semester. | will update you as | update the syllabus.

Week 1:
Feb. 2: Introduction to the History of Modern Japan
Gordon, A Modern History of Japan (MHJ), chapters 1-3

Feb. 4: Tokugawa Order & the Bakuhan System
Aizawa Seishisai, “A New Thesis”
Begin reading Musui’s Story

Week 2:

Feb. 9: Internal Troubles, External Threats: the Limits of the Tokugawa Order
Hiraga Gennai “On Farting”
MHy, chapter 4 (Recommended)

Feb. 11: Meiji Japan: Revolution or Restoration?
MHy, chapter 5

Week 3:

Feb. 16: Civilization and Enlightenment in the Meiji Transition
Fukuzawa Yukichi, “Goodbye to Asia”
MHy, chapter 6

Feb. 18: First Writing Assignment Peer Review Session

Musui’s Story Essay Due: Sunday 2/21
Submit through appropriate portal on Blackboard by the end of the day

Week 4:
Feb. 23: The lives and deaths of Saigo Takamori
Mark Ravina, “The Apocryphal Suicide of Saigo Takamori”

Feb. 25: Late Meiji and the idea of a Japanese nation
MHy, chapter 7
Benedict Anderson: Imagined Communities (excerpts)

Week 5:_
March 2: Pan-Asian Utopias and the Question of Modernity
Stuart Hall, “The West and the Rest” in Modernity: An Introduction to Modern Societies
March 4: Ideologies of Peace |: The Peace Preservation Law & Imperial Democracy
Kaneko Fumiko “The Road to Nihilism” (1923)
MH, chapters 8 — 9 (Recommended)

Week 6:

March 9: Urban Development on the Archipelago & Taisho Modernisms
Miriam Silverberg, “Modern Girl as Militant” (1991)
MH4J, chapters 10 — 11 (Recommended)

March 11: Colonial Subjectivities
Kirsten Ziomek, “The 1903 Human Pavilion”

Week 7:

March 16: The War
Japan at War: An Oral History (excerpts)
MHy, chapter 12

March 18: First Half in Review: Designing the Midterm

Week 8:
March 23: Midterm Peer Review

March 25: Experiences of the “end” of the war in the Japanese Empire

Midterm exam due: 3/26
Send exams as a word file via email to jperson@albany.edu

Week 9:

March 30: Occupied Japan & the 1955 System
Bruce Cumings, “Japan’s Position in the World System” (1993)
MHy, chapter 13

April 1: The Invention of Traditions
Eric Hobsbawm, “Introduction: Inventing Traditions” (1983)
Carol Gluck, “The Invention of Edo” (1998)

Week 10:
April 6: NO CLASS

April 8: The Liberal Democratic Party & The Economic Miracle
Hideo Aoki, “Buraku Culture” (2009)

Week 11:
April 13: Global Revolutions: 1968
William Marotti, “Japan 1968: The Performance of Violence and the Theater of Protest” (2009)

April 15: Showa Popular Culture
MHy, chapter 14

Week 12:
April 20: Comfort Women, Memory, and History
Ueno Chizuko, “The Politics of Memory: Nation, Individual, and Self” (1997)

April 22: Ideologies of Peace II: “Atoms for Peace” & the Politics of “Area Studies”
MHy, chapter 15 — 16

Week 13:
April 27: “Pax-Nipponica” & the Bubble Economy
Carol Gluck, “The Past in the Present” (1993)

April 29: The “Lost” Decade vs. “Lost” Generation
David Leheny, “The Souls of the Ehime Maru” (2018)
MHy, chapter 17

Week 14:
May 4: Otaku Culture
The Moe Manifesto, selections

May 6: Fukushima as History
MHy, chapter 18

Week 15:
May 11: Review for Final Exam

Final Exam Due: May 18
EAJ435 (3 CREDIT HOURS)
MEIJI LITERATURE IN TRANSLATION
Spring 2021 - Call Number 9554
W F 3:00-4:20 p.m. Synchronous Zoom Meetings

Instructor: Susanna Fessler Office: Humanities 243
Office Hours: By appt. on Zoom Phone: 518-442-4119

e-mail: sfessler@albany.edu

Course Description:
This course will examine several works of Japanese literature written during the Meiji Period

(1868-1912). The works include essays, novels, and short stories. Attention will be given to the
question of modernity, character development, plot structure, and other topics. Students will also be
assigned secondary reading on these works. Class format will include lectures and discussion;
preparation for class is an important part of student evaluation. All readings are in English, but students
who want to do the readings in Japanese are welcome to do so (primary texts in Japanese are linked on
Blackboard). Prerequisites: AEAJ212 or permission of the instructor.

Course Objectives:
Students will learn what problems Meiji Period writers faced, and the debates they had about what

“modern Japanese literature” should be. This will be interlaced with the cultural history of the Meiji
Period. In addition, this course has the following Learning Objectives:

¢ Students will be able to analyze primary sources in translation
e Students will produce a research paper based on the analysis of these materials

Required Texts:
There is no required text for purchase for this class. All readings will be provided through the social

reader Perusall, linked through Blackboard.

Testing and Grading:

Students will be required to write one 10-page (3000 word) paper during the course of the
semester. Students have the option of submitting a first draft for feedback before submitting a final
draft. There will be a mid-term examination, and a final examination.

° Students are expected to attend class unless extenuating circumstances prevent it. I also
ask that you turn on your webcam during class. This lends itself to the seminar environment,
and promotes better class discussion. Students who are absent because of religious beliefs will
be provided equivalent opportunities for make-up examinations, study, or work requirements
missed because of such absences, per NYS Law Section 224-A. Students should notify the
instructor of record in a timely manner. The attendance grade is calculated as follows: I will
take attendance every day. If you are absent for good reason—illness, emergency, etc.—please
e-mail me with that information. For every day that you attend, you receive “1” and for every
day you are absent you receive “0.” At the end of the semester I add up all the 1s and 0s, find
the average, multiply it by 100, and that is your attendance score. Excused absences are not
included in the calculation.

Reading MUST be done through Perusall. The first time you log on, you can take a tutorial
about how that works. Your Perusall score will equal 30% of your overall course grade. Because this is
a literature class, it is VERY important that you read the literature.

Exams are a mixture of short answer and essay questions, and are open-book, open-note. This
does not mean the exams are easy. Rather, it means I expect more of you because you have lots of
resources at your fingertips.

Course grades will be based on the following criteria:

Mid-Term Examination 20%
10-page paper 30%
Final Examination 20%
Perusall Score 30%

This syllabus is not negotiable. I agree to teach the topics listed below, and to grade you on the criteria
listed above. I consider a grade of "Incomplete" to be for emergencies (death in the family, extreme
illness, etc.), not for students who fail to plan ahead. I do not curve grades. I do not give extra credit
assignments. This course is A-E graded. My grading scale is as follows: 93-100%=A; 90-92%=A-;
87-89%=B+; 83-86%=B; 80-82%=B-; 77-79% =C+; 73-76%=C; 70-72%=C-; 67-69%=D+; 63-66%=D;
60-62%=D-; 0-59%=E.

If you want to check on your performance at any point in the semester, feel free to set up a Zoom
meeting with me. If there are extenuating circumstances which you anticipate will unduly affect your
grade, it is your responsibility to speak with me INADVANCE.

Academic Integrity: According to the Undergraduate Bulletin, “It is every student's responsibility to
become familiar with the standards of academic integrity at the University. Claims of ignorance, of
unintentional error, or of academic or personal pressures are not sufficient reasons for violations of
academic integrity.” Any incident of plagiarism, cheating, unauthorized dual submission, forgery,
sabotage, unauthorized collaboration, falsification, bribery, or theft, damage, or misuse of library
resources will be reported immediately to the Undergraduate Dean’s office and will result in no credit
for the assignment in question.

I take this very seriously. The quickest way to fail the class is to cheat. Do yourself a favor, and don’t
even think about cheating.
Date Topic Reading

2/3 W_| Course Introduction None

2/5 F Quick & Dirty History of Japanese Fiction—what | None

came before the Meiji?
2/10 W_ | Novels in Translation; Translated works and the “The Age of Translation” (Keene)
Genbun Itchi movement

2/12 F Political Novels “Kajin no Kigi” (Sakaki)
“The Meiji Political Novel” (Feldman)
“The Meiji Political Novel” (Keene)

2/17 W_ | Tsubouchi Shoy6 & Futabatei Shimei The Essence of the Novel, Introduction and
Part I

2/19 F Tsubouchi Shoy6 & Futabatei Shimei The Essence of the Novel, Part II

2/24 W_ | Tsubouchi Shoys & Futabatei Shimei Ryan, Chapters 1 & 2

2/26 F Tsubouchi Shoy6 & Futabatei Shimei Ryan, Chapters 3 & 4

3/3 W_| Classes suspended - NO CLASS

3/5 F Floating Clouds (Ukigumo) Floating Clouds, pp. 197-255

3/10 W_ | Floating Clouds (Ukigumo) Floating Clouds, pp. 259-356

3/12 F The Ken’yiisha (Friends of the Inkstone) “Garakuta bunko” (Morita)

3/17 W_ | Koda Rohan “Encounter with a Skull”
“The Bearded Samurai”
“The Five Storied Pagoda”

3/19 F MIDTERM EXAM None

3/24 W_| Background of Higuchi Ichiyd Danly, Part I

3/26 F Higuchi Ichiy6’s short stories Danly, Part II

3/31 W_| Kitamura Tokoku Brownstein, “Tdkoku at Matsushima”
Kitamura Tokoku, “Reading Basho at
Matsushima”

4/2 F Izumi Kydka Izumi Kyoka, “The Surgery Room” “The
Holy Man of Mt. Koya”
First Draft of Papers Due

4/7 W_| Naturalism “Naturalism in Japanese Literature” (Sibley)

4/9 F Kunikida Doppo “Five Stories by Kunikida Doppo”

4/14 W_ | Tokuda Shiisei & Masamune Hakucho “Order of the White Paulownia”
“The Town’s Dance Hall”
“The Clay Doll”

4/16 F Tayama Katai The Quilt, Chapters 1-5

4/21 W_ | Tayama Katai The Quilt, Chapters 6-11

4/23 F Nagai Kafti “Bill Collecting”

4/28 W_| Shimazaki Toson “The Life of a Certain Woman”; Final Draft
of Papers Due

4/30 F Mori Ogai, The Wild Goose pp. vii-77

5/5 Ws Mori Ogai, The Wild Goose pp. 78-166

5/7 F Natsume Sdseki “My Individualism”

Fascism: Japan and Beyond
AEAJ 436 (7502) /AHIST 436 (7608)

University at Albany, Spring 2021

Instructor: John D. Person, Associate Professor, Department of East Asian Studies
e-mail: jperson@albany.edu

Office phone: 518-442-4579

Fully Online, Asynchronous

Credit Hours: 3.0

Office: Humanities 242

Office Hours: TTH 1:30 — 2:30, or by appointment

COURSE DESCRIPTION
It is often said that the 1930s and 1940s were the age of fascism. At the same time, “fascism” itself is one of

the most debated concepts in modern historiography. While it is quite common for general books on fascism
in the English language to label the Japanese case as something resembling, but not quite, fascist, or even
omit its discussion entirely, Japanese books on the history of Japan typically refer to the 1930s and 1940s as
the age of fascism. This inconsistency is only one of many examples in which we can identify disagreements in
what constitutes “fascism.” In this course we will be less interested in defining once and for all what we mean
by fascism than examining the different ways in which fascism has been discussed and used as an analytical
framework or a category worth engaging, both by writers contemporary to the “era of fascism” and those that
came after. And so, while the approach of this course is “comparative” in the sense that we will be comparing
situations in different geographical locales (i.e. Nazi Germany vs. Imperial Japan), we will also be comparing
the different ways in which “fascism” has been employed as a lens through which the world and its history can
be interpreted. Is “fascism” still a useful category in analyzing history and society? By the end of the semester
you will have more than a few things to say in response to such a question. There are no prerequisites for this
class.

LEARNING OBJECTIVES

Students will be able to identify the major issues in the modern transformation of Japan.
Students will be able to identify major currents of political philosophy in modern Japan.
Students will be able to analyze primary sources in translation.

Students will produce a research paper based on the analysis of these materials.

eecee

GENERAL EDUCATION INFORMATION
This course fulfills the General Education category of Challenges for the 21° Century.

Characteristics of all General Education Courses
1. General Education courses offer introductions to the central topics of disciplines and interdisciplinary
fields.
2. General Education courses offer explicit rather than tacit understandings of the procedures, practices,
methodology, and fundamental assumptions of disciplines and interdisciplinary fields.
3. General Education courses recognize multiple perspectives on the subject matter.
4. General Education courses recognize active learning in an engaged environment that enables students
to be producers as well as consumers of knowledge.
5.
General Education courses promote critical inquiry into the assumptions, goals, and methods of various fields
of academic study; they aim to develop the interpretive, analytic, and evaluative competencies characteristic
of critical thinking. Courses meeting Challenges for the 21st Century enable students to demonstrate:

1. Knowledge and understanding of the historical roots, contemporary manifestations, and potential
future courses of important challenges students may encounter as they move into the world beyond
the university;

2. Familiarity with these challenges in areas such as cultural diversity and pluralism, science and
technology, social interaction, ethics, global citizenship, and/or others;

3. An integrated understanding of how challenges often affect individuals and societies simultaneously in
many of these areas;

4. An appreciation for interdisciplinary approaches to understanding contemporary and future

challenges.
Course Requirements & Policies
Occasional Assignments 15%
Reading Assignments on Perusall 30%
Short Essay Assignment 20%
Final Paper 35%

GRADING STANDARD:

100 — 93 = A; 92-90 = A-

89 — 87 = B+; 86 — 83 = B; 82 — 80 = B-
79-77 = C+; 76-73 =C; 72-70=C-
69 — 67 = D+; 66 — 63 = D; 62 - 60 = D-
Under 60 =E

CONSISTENT PARTICIPATION IS MANDATORY: Students must inform the instructor prior to class if they need to
miss a class. Students unable to participate in class on certain days because of religious beliefs will be excused
per NYS law, Section 224-A. Students are asked to inform the instructor in advance if they plan to miss class
for religious reasons.

CLASS PREPARATION: Students are expected to complete the reading assignments in preparation for
participating in class. Have your reading assignments on hand so that you can reference them during
discussion.
STUDENTS WITH DISABILITIES: | request that any student with a documented disability needing academic
adjustments or accommodations consult with me during the first two weeks of class. All discussions will
remain confidential. For more information, please visit Disability Resource Center. Their website is available
here: http://www.albany.edu/disability/index.shtml

ACADEMIC HONESTY: Any use of work produced by another person without proper citation is plagiarism and is
a violation of the academic code of honesty. The instructor reserves the right to dismiss from the course any
student that is caught cheating on an assignment or plagiarizing the work of another person. Please see the
university’s policies for academic regulations for more info:
http://www.albany.edu/undergraduate_bulletin/regulations.html

ASSIGNMENTS: There will be four types of assignments in this course:

Daily reading assignments on Perusall platform, accessed through Blackboard.

Occasional homework assignments, such as worksheets and essay drafts.

One short essay assignment of about 1000 words in length early in the semester.

Final research paper that is more substantial in length (10 — 12 pages). You will be asked to write a
paper on a topic related to fascism of your choice in consultation with the instructor.

Oe Sih

GENERAL EDUCATION: This course fulfills the General Education category of “Challenges for the 21% Century.”
The General Education Program at UAlbany is designed to train students in understanding the procedures and
practices of disciplines and interdisciplinary fields while exploring multiple perspectives on the given subject
through an emphasis on methods of active learning and critical thinking. Courses in the category of
“Challenges for the 215 Century” focus on challenges and opportunities in a variety of areas including cultural
diversity and pluralism, science and technology, social interaction, ethics, global citizenship, among others.
They are specifically designed to probe the historical roots and contemporary manifestations of challenges
that students will encounter in the world beyond the University.

Required Texts
Kevin Passmore, Fascism: A Very Short Introduction, 2"? Edition (Do not purchase 1* edition)

Course Schedule

Note: This schedule is provisional and may be adjusted throughout the semester

What Do We Mean by “Fascism”?

Week 1
Feb. 2: Exploring theories and approaches to fascism
Passmore, Fascism, 1-43
Feb. 4: The “Emperor System”
MARUYAMA Masao, “The Theory and Psychology of Ultranationalism” (1946)
Passmore, Fascism, 44-67
Library Assignment

Week 2
Feb. 9: A Global Fascist Moment?
Wolfgang Schivelbusch, Three New Deals: Reflections on Roosevelt’s America, Mussolini's Italy,
and Hitler’s Germany, 1933- 1939 (excerpts)
Feb. 11: Visualizing Fascism
Julia Adeney Thomas, “A Potable Concept of Fascism,” Visualizing Fascism
Maggie Clinton, “Subjects of a New Visual Order: Fascist Media in 1930s China” in Visualizing Fascism

Week 3

Feb. 16: Anxieties of the Showa 10s
AONO Suekichi, “The Salaryman’s Time of Terror” (1930)
MIZOGUCHI Kenji, Osaka Elegy (1936)

Feb. 18: Grassroots Fascism
YOSHIMI Yoshiaki, Grassroots Fascism (excerpts)

Race, Nation, and Fascism

Week 4
Feb. 23: Race, Populism, and Mobilization
John Dower, War Without Mercy, excerpts
Passmore, Fascism, 108-123.
Feb. 25: Race and the New Deal
Ira Katznelson, When Affirmative Action Was White, excerpts
Article Search Assignment

Week 5
March 2: Race Policies of the 1930s

James Witman, Hitler’s American Model, Chapter 1
March 4: Race Policies of the 1930s

James Witman, Hitler’s American Model, Chapter 2

Week 6
March 9: Short Writing Assignment Peer Review Session
Introductory Paragraph Due the Previous Day (3/8) 5pm
March 11: Nationalism, Capitalism & Fascism
Excerpts from Weimar Reader (Alfred Rosenberg, “The Russian Jewish Revolution” (1919);
German Worker's Party, “The Twenty Five Points” (1920); Adolf Hitler, “Address to the Industry Club”
(1932)”
“The Rise of Revolutionary Nationalism” from Sources of Japanese Tradition Volume 2 (2001)
Short Essay Assignment Due March 14: 1000-1400 word essay on readings. Send as an email attachment.

Week 7

March 16: Empire and Fascism
Louise Young, “When fascism met empire in Japanese-occupied Manchuria”
*Discuss final paper topic ideas

March 18: Race and Biopolitics
Michel Foucault, “Society Must Be Defended,” excerpts

The Feeling of Decline & the Project of Overcoming: Fascism & Modernity

Week &
March 23: Vitalism, Romanticism, and Challenges to the Idea of “Civilization”
YASUDA Yojir6, “Japanese Bridges” (1936)
March 25: Fascism as the Aestheticization of Politics
Walter Benjamin, “The Work of Art in the Age of Its Technological Reproducibility” (1935/1939)

Week 9

March 30: The Philosophical Task of Overcoming the Modern
Symposium on “Overcoming Modernity” Day One

April 1: The Philosophical Task of Overcoming the Modern
Symposium on “Overcoming Modernity” Day Two

Week 10
April 6: NO CLASS
April 8: Final Paper Discussion
Peer Review Session
Bring brief outline & introductory paragraph

Week 11

April 13: Theorizing Liberalism’s Relation to Japanese Fascism
TOSAKA Jun, “Liberalist Philosophy and Materialism: Against the Two Types of Liberalist Philosophy”
from The Japanese Ideology (1935)

April 15: Carl Schmitt and Weimar Liberalism
Schmitt: Concept of the Political (1927), excerpts

Week 12
April 20: The Banality of Evil

Hannah Arendt, Eichmann in Jerusalem
April 22: The Banality of Evil

Hannah Arendt, Eichmann in Jerusalem

First Draft of Final Paper Due: April 23 (Friday)
Immanent Fascisms

Week 13
April 27: Populism and the Rightwing in Contemporary Japan

TAMOGAMI Toshio, “Was Japan an Aggressor Nation?”

KITADA Akihiro, “Japan’s Cynical Nationalism”

MIZOHATA Sachie, “Nippon Kaigi: Empire, Contradiction, and Japan’s Future”
April 29: Twenty-First Century Populism and the “F-word”

Readings TBD

Week 14

May 4: Can It Happen Here?
Readings TBD

May 6: Fascism Today
Passmore, 92-107, 149-155.
Crowd-sourced articles

Week 15
May 11: Fascism Today

Crowd-sourced articles

Final Paper Due May 12
AEAJ 460/AREL 460: Readings in J apanese
Religious Studies
(3 credits)
Shinran and the J apanese Pure Land Tradition

University at Albany-SUNY, FALL/SPRING ****

e Professor Aaron P. Proffitt, PhD (aproffitt@ albany.edu)
e Class Time and Place: TTH, (Time) (Location)
e Office Hours Time and Place: (Time) (Location)

Course Description

This course will examine the works of Shinran, one of the most influential Buddhist thinkers in
Japanese and world history. In addition to close readings of Shinran’s major works in historical,
philosophical, and cultural context, students will consider what historical issues have led to the
general dismissal of the largest form of Japanese Buddhism in much scholarship on Buddhism
and Japanese culture. No prerequisites, all are welcome.

Required Texts
All required texts for this class are free online, and will be posted to Blackboard. I highly
recommend you print these out so that you will have copies available for use in class.

Learning Objectives
- Students will examine the major works of Shinran through the lens of the critical-
historical academic study of religion.

- Students will learn how to read Jodo Shinshi texts critically, attentive to implicit and
explicit discursive and rhetorical goals and agendas.

- Students will analyze the relationship past academic and sectarian agendas and their
impact upon the description and analysis of religion today.

- Students will design and write substantial original research papers that reflect close
textual analysis and familiarity with cutting edge research on their chosen topic.

Grading Scale
A 94, A- 90, B+ 88, B 84, B- 80, C+ 78, C 74, C- 70, D+ 68, D 64, D- 60, E 50

Course Requirements
e Class Participation (50%)
e 15-page Research Paper (50%) -or- 10-page research paper and creative project

Class Participation
e This class will include a balance of lecture and guided in-class reading and writing
assignments, so please bring texts (printed or electronic), notebook, and pen to class.

Research Paper

e In this class we will be developing strategies for effective note taking, reading, and writing,
both in class and out of class. Short writing assignments and research proposal will culminate
in a 15-page research paper on medieval Japanese Buddhism, or a 10-page paper with a
creative project.

Accommodations for Students with Documented Disabilities or Other Needs

e I request that any student with a documented disability needing academic adjustments or
accommodations speak with me during the first two weeks of class. For more information,
please visit Disability Resource Center: http://www.albany.edu/disability/index.shtml

Plagiarism and Academic Integrity

e “Every student has the responsibility to become familiar with the standards of academic
integrity at the University. Faculty members must specify in their syllabi information about
academic integrity, and may refer students to this policy for more information. Nonetheless,
student claims of ignorance, unintentional error, or personal or academic pressures cannot be
excuses for violation of academic integrity. Students are responsible for familiarizing
themselves with the standards and behaving accordingly, and UA lbany faculty are
responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at
Albany degree.” (University’s Standards of Academic Integrity Policy, Fall 2013)
http://www.albany.edu/undergraduate_bulletin/requlations.html

Course Calendar and Schedule of Reading Assignments

Week 1; Buddhism 101

Lecture: Introduction to Buddhism 1 and 2

Reading: Norton Anthology of World Religions: Buddhism, “Introduction”

Key Term: Buddha, Dharma, Sangha, Samsara, Karma, Dukkha, Sakyamuni, Four Noble
Truths, Dependent Origination, No Self, Nirvana

Week 2; Mahayana Buddhism

Lecture: Mahayana Buddhism and The Mahayana Pantheon

Reading: Lotus Sutra, Chapters 3 and 25

Key Term: Mahayana, Bodhisattva, Samadhi, Pure Land-Sukhavati, Amitabha,
Avalokitesvara, Upaya, Sinyata, Two Truths, Madhyamaka, Yogacara, Tantra

Week 3; Pure Land Buddhism
Lecture: What is Pure Land Buddhism? and The Three Pure Land Sutras
Reading: Selections from the Three Pure Land Sutras

Week 4; Early Chinese Pure Land Buddhism

Lecture: Chinese Buddhism 1 and 2

Reading: Selections from Jones, Chinese Pure Land Buddhism

Reading: Amoghavajra’s Wuliangshou yigui

Key Terms: Tiantai, Zhiyi, Huayan-A vatamsaka Sutra, Mijiao, Amoghavajra, Shandao,
Chan/Seon/Zen, Bodhidharma, Huineng, Sudden vs. Gradual Enlightenment, gong’an,
zuochan, buddhanusmrti/nianfo, “tiger with horns”

Week 4: Early Japanese Pure Land Buddhism

Lecture: Heian Buddhism and Esoteric Buddhism

Reading: Kikai, Sokushin Jobutsu gi

Reading: Jacqueline Stone, “Medieval Tendai Hongaku Thought and Kamakura New
Buddhism”

Key Terms: Tendai, Saich6, Shingon, Esoteric Buddhism, Kikai, Three Mysteries,
Sokushin Jobutsu, Genshin, Kakuban, nenbutsu, hongaku, kenmitsu

Week 5; Kakuban and Esoteric Pure Land Buddhism
Lecture: Esoteric Pure Land Buddhism and Late Heian Buddhist Culture
Reading: Kakuban

Week 6: Honen
Lecture: Honen and The Early Pure Land Movement
Reading: Selections from Senchakushu

Week 7: Shinran
Lecture: Introduction to Shinran 1 and 2
Reading: Shdshinge and selections from Wasan
Key Terms: Honen, Jodoshii, bonbu, Namu Amida Butsu, shinjin, anjin, Shinran, Jodo
Shinshi, Eshinni, Kakushinni, Honganji

Week 8; Tannisho I
Reading: Tannisho

Week 9: Tannisho IT
Reading: Finish reading and discussion of Tannisho

Week 10: Kydgydshinsho I-II
Reading: Kydgyéshinshd, Chapter 1-2

Week 11: Kydgydshinsho III-IV
Reading: Kydgyéshinshd, Chapter 3-4

Week 12: Kyégydshinsho V-VI
Reading: Kydgydshinsho, Chapter 5-6
Reading: Hirota, Japanese Pure Land Philosophy (Stanford Encyclopedia of Philosophy)

Week 13: Eshinni

Lecture: Women and Shin Buddhism and Jodo Shinshi After Shinran
Reading: Letters of Eshinni

Reading: A mstutz, Missing Honganji

Week 14: Course Wrap up
e Project Presentations

Final Paper due date: *****
EAS 305 (7961)
East Asian Studies Research Methods
(3 Credits)
Fall 2022

Asynchronous Online Course

Instructor: Associate Professor Anthony DeBlasi
Office: Humanities 244

Phone: 442-5316
e-mail: ¢ asi@albany.edu
Office Hours: Tuesday 2:00 - 3:30 p.m.; Thursday 9:30 - 11:00 a.m.; and by appointment.

Course Description:

This course will introduce research methodology and bibliographic methods in East Asian Studies.
Students will develop research skills that will include framing research topics, compiling resources
from library catalogs and online journal databases, especially East Asian Studies databases, and
evaluating scholarly resources. Students will also learn how to use various East Asian Studies
reference materials, which will enable them to develop mastery of ancillary research techniques.

Prerequisite: This course has a strict prerequisite of at Jeast one year or its equivalent proficiency in
Chinese, Japanese, or Korean language. Students who do not have this level of language
proficiency are not qualified or prepared for the course. At the start of the semester each
student must choose a language group (Chinese, Japanese, or Korean). From that point
forward, reading, homework assignments, and examinations are all keyed to that group
choice. These will require proficiency in the chosen language up to completion of the first-
year sequence (two semesters).

Course Objectives:
e Ability to develop and frame research projects.
e Mastery of library usage and scholarly database searching.
e Mastery of technical aspects of research, including ancillary techniques, project formatting,

and source compilation.
Required Texts:

Students are required to acquire two books as follows:
e = =Turabian, Kate et al. A Manual for Writers of Research Papers, Theses, and Dissertations.
9" ed. Chicago: Chicago University Press, 2018. ISBN-13: 978-0226430577
e Each student must also purchase the required dictionary associated with your chosen
language (you need purchase ONLY ONE (1) of the following):
e Chinese Language Students: Oxford Pocket Chinese Dictionary. 4° Edition.
Oxford: Oxford University Press, 2009. ISBN-18: 978-0198005940
e Japanese Language Students: The New Nelson Japanese-English Character
Dictionary. SBN-13: 978-0804820363. DO NOT buy the “Compact” version.
e Korean Language Students: A Guide to Korean Characters: Reading and Writing
Hangtil and Hanya. Elizabeth, NJ and Seoul: Hollym. ISBN: 0-930878-13-2

(Confirm ISBN since it may be marked as either “Second Revised Edition” or
“Third Revised Edition.” Both are fine).
You can acquire these from whatever book provider you prefer. Used copies are fine (just be sure
to pay attention to the editions and the ISBN numbers to make sure you have the correct books).

Technical Requirements:
1. This class assumes that all students will be actively using their UAlbany e-mail account. If
you prefer to receive your e-mail through another account, make sure that you set up the
proper forwarding protocol. Students must also have a valid student ID and logon
credentials that allow them to access UAlbany library materials.
2. This course has an extensive course page on the Blackboard system. All course
assignments must be completed through Blackboard. All course materials will be available
through the Blackboard system, including links to required reading (see #3 below). I expect
you to CHECK BLACKBOARD REGULARLY to make sure you understand what is
expected of you.
3. Given the nature of the course, it is important that you

y up to date with all assignments.
T strongly recommend that you set your course notifications in Blackboard so that you
receive regular reminders for upcoming due dates.

It is your responsibility to ensure you have the required texts and access to the Bla
Contact me immediately if you have any trouble with acquiring the books or acce

ng Blackboard.

Course Requirements and Grading:

Course grades are calculated as follows:

Homework Assignments: 30%

Midterm Examination: 15%

Annotated Bibliography: 30%

Final Examination: 20%

Class Engagement: 5%
Class Engagement:

This is an asynchronous, online class. Therefore, we do not have regular class meetings. Each
student will, however, meet with me twice during the semester (for about 15 minutes each time).
Class engagement consists of you keeping your appointment and showing up to the meetings
prepared. These meetings will occur in Week 7 and Week 12 (see schedule below). Meetings will
occur at a mutually arranged time either in my office on campus or via Zoom (whichever is most
logical given each student’s situation). Detailed information about these meetings will be
distributed via Blackboard in the coming weeks.

Lectures and Reading:

There are two types of video lecture captures: (1) lectures for all students; and (2) lectures specific
to each language group. In addition to lectures, required reading also consists of: (1) readings
required of all students; (2) readings specific to each of the language groups; and (3) web resource
links for review. Watching the lecture captures and completing assigned reading is required. These
are essential for completing homework, doing well on the examinations, and producing the
required annotated bibliography.

Homework Assignments:

Each week there is required homework. Homework is due on Sunday each week as indicated in
the schedule below. Late homework will be penalized according to the grading policies.
Homework assignments appear in the language group folders within each weekly module. Each
has a prefix indicating which language and a number indicating when it falls in the semester
schedule. Thus, CHW2, JHW2, and KHW?2 refer to the second homework assignment of the
semester for the China, Japan, and Korea groups respectively.

Examinations:
There is a midterm examination and a final examination to assess your progress in mastering
research skills. You will receive study guides in advance of the examinations to help you prepare.

Annotated Bibliography:

The main research project for this class is the production of an annotated bibliography on a
research subject chosen in consultation with me. The annotated bibliography will demonstrate
your ability to identify quality sources and evaluate their relevance to your chosen project. Detailed
instructions and grading standards will be available through Blackboard.

Grading policies:

Please note the following polic

1. Letter grades are assigned according to the following scale: A=93-100, A-=90-92, B+=87-89,
B=83-86, B--80-82, C+=77-79, C=73-76, C-=70-72, D+=67-69, D=63-66, D-=60-62, E=less
than 60. Please note that work never turned in counts as a zero (().

2. Late bibliographies lose three points for each day late (thus a bibliography meriting a grade of 87
will receive an 81
day late.

8. I do not give make-up examinations or extensions unless you have an acceptable and
documented excuse (e.g., illness or family emergency). Note that New York State law
Section 224-A provides for reasonable accommodation for classes and assignments missed
due to religious observances. If you anticipate missing some part of the course for religious
observances, please notify me ahead of time, so we can make appropriate arrangements.

A. I will not consider requests for incompletes without a clearly documented and acceptable
reason. Requests must conform to the University’s regulations concerning course
incompletes.

rism is using or purchasing the words or ideas of another and passing them off as one's
own work. Ifa student quotes someone in any assignment (bibliography, homework, or
examinations), that student must use quotation marks and give a citation. Paraphrased or
borrowed ideas must be identified by proper citations. Plagiarism will result, at the
minimum, in a zero (0) for the assignment. I reserve the right to fail you for the course if I
catch you plagiarizing or cheating on homework, tests, or the bibliography. Note that
copying a classmate’s assignments also constitutes plagiarism and will be penalized
accordingly. A full discussion of Academic Integrity and UAlbany regulations in available in
the Undergraduate Bulletin:
https://www.albany.edu/undergraduate_bulletin/regulations.html

6. If there are extenuating circumstances that you anticipate will unduly affect your work in the

course, it is your responsibility to speak with me IN ADVANCE.

is two days late). Late homework assignments lose 2 points for each

5. Plagi:

SEMESTER SCHEDULE

Key: VLC A# = Video Lecture Capture all students must watch. These appear in the Weekly
Module root folder.
VLC L# = Video Lecture Captures required for each language group. These appear in your

language-group subfolder within each We

{odule folder. Each country has a specific

file prefix: WLC C# for China-related lectures; VLC J# for Japan-related lectures; and
VLC K# for Korea-related lectures.
“R All”: Readings required of all students and appears in the Weekly Module root folder.

RL = Readings required for each language group that appear in the language-group subfolder
within each Weekly Module folder.

Week # Module PowerPoint Lectures and Required Reading | Homework due
(Dates) (11:59 p.m. Sunday)
Week | Introduction: VLC Al: Course Introduction Homework:
8/22-8/28 What is Research? | VLC A2: What is Research? What is Research?

R All: Readings on the Process of Research

Sources:
Libraries and the

VLC

: Academic Libraries
AA (a and b): Books, Journals, and
Databases

Homework:
Research Databases

Research Papers

VLC L2 Inputting East Asian Languages

R All: Turabian Assignment

Internet

VLC LI Language-specific Databases

R All: Readings on Locating Sources
Nuts and Bolts: VLC AS: Citation and Plagiarism Homework:
Citation and VLC A6: Research Paper Formatting Citation Methods
Formatting

Tutorial” and
submit Tutorial
Completion Credit
Form

Week 4
9/12-9/18

Annotated
Bibliographies and
Evaluation of
Sources

VLC A7: Bibliographies and Source
Evaluation

RAI:
e = =Turabian assignment
e Annotated Bibliography Project
Requirements

e Review Source Evaluation Form

RL: Scholarly Article for Evaluation

Homework:
Article Evaluation

Week 5 Using East Asian VLC A8 Character Dictionaries Homework:
9/19-9/25 Language Using a Character
Dictionaries R All: Review Morohashi Radical Table Dictionary
VLC L3 East Asian Language Dictionaries
and Sinitic Characters
RL: Specific Readings in Language Group
subfolders
Week 6 Transliteration and | VLC A9: East Asian Romanization Homework:

9/26-10/2

Language Reform

VLC L4 East Asian Language Romanization
VLC L5 Language Reform in East Asia

RL: Reading on Romanization of specific East
Asian languages.

RL: Review Romanization web reference

East Asian
Language Reform
and Transliteration

materials.
Week 7 MIDTERM ARRANGED MEETING TO DISCUSS MIDTERM
10/3-10/9 ANNOTATED BIBLIOGRAPHY | WINDOW:
FRIDAY 10/7,
12:00 a.m. to 11:59
p.m.
Week 8 The Discipline of —| VLC A10: Historical Studies Homework:

10/10-10/16

History

VLC L6:

Historical Issues for specific East
an countries

RL: Readings on historical research about

specific East Asian countries

RL: Review country-specific web resources.

Historical Research

Week 9
10/17-10/23

Calendars and
Historical Time

VLC A11: East Asian Calendars
VLC L7: Timekeeping in East Asian Cultures

RL: Readings on Calendars and Timekeeping
in East Asian Cultures

RL: Review web resource links.

Homework:
Calculating Time

Week 10
10/24-10/30

Literature and

Lit

ary Studies

VLC A12: Literary Studies

VLC L8: Literary Scholarship in East Asian
Traditions

RL: Review online resource links related to
the literature of East Asian cultures.

Homework:
Literature

Annotated
Bibliography
Research Question

Week 11
10/31-11/6

Life Stories:
Biography and

VLC A18 Life Stories and Biography

Homework:
Biography and

Government VLC L9: Biographical information in specific | Bureaucr:
Ranks cultures.
RL: Review readings and web resources on
country-specific biographical information.
Week 12 Lives of VLC AI4: East Asian Religion and Homework:
11/7-11/13 Contemplation: Philosophy Religion and
Religion and Philosophy
Philosophy RL: Review links to web resources on East
Asian Religion and Philosophy
ARRANGED MEETING TO DISCUSS
ANNOTATED BIBLIOGRAPHY
PROGRESS
Week 13 The Social VLC A15: Social Science and Digital Homework:

11/14-11/20

Sciences and
Statistics

Humanities in the Study of East Asia

VLC L10: East Asian Approaches to
Counting and Measurement

R All: Reading on the nature of the social
sciences.

RL: Readings on Measurement in East Asian
Countries

Measurement and
Statistics

Week 14 HOLIDAY ANNOTATED
11/21-11/27 | WEEK BIBLIOGRAPHY
DUE
Week 15 Making Sense of | VLC A16: East Asian Geography Homework:
11/28-12/4 the World: Geography
Geographical RL: Review materials on country-specific
Knowledge geographical issues.

FINAL EXAMINATION WINDOW: THURSDAY, DECEMBER 8, 12:00 a.m.

- 11:59 p.m.

SUNY University at Albany
Course Syllabus

Course: Exploring the Multicultural City - AGOG 321Y / AEAS321Y / ALCS321Y
Term: Spring 2021

Term Dates: February 1, 2021 — March 19, 2021

Campus: UAlbany Online (Virtual Campus)

Office Hours: By Appointment

Instructor Info:

Instructor Name: Amelia Barbadoro, J) D, PhD
E-mail: abarbadoro@ albany.edu

Credit Hours: 3

Prerequisites: N/A

Required Reading and Software:

1. All students will need a computer with Internet access as well as
access to Zoom and Blackboard to participate in this course.

2. Textbook: Multicultural Cities: Toronto, New York, and Los Angeles

Author: Mohammed Abdul Qadeer

ISBN-10: 9781442630147

ISBN-13: 978-1442630147

Publisher: University of Toronto Press, Scholarly Publishing Division

**P lease purchase your textbook immediate so that you can actively participate.

Multicultural

Course Description

This course will explore the human dimensions and implications of racial and
ethnic diversity in urban cities. The course is designed to provide an examination
of the broad construct of culture and explore how the characteristics of culture
impact personal identity, geographic identity, access to education, social mobility,
power and influence. The course explores geographical locations as cultural
systems and questions concepts at the heart of multicultural interactions in living,
learning and coexisting.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
Students are expected to:

e Participate in reflective discussions and explore their own feelings about,
perceptions of, and experience with culture;

e Develop intellectual competencies spanning cultural and international
boundaries; and

e Prepare to be more effective in diverse settings in order to more effectively
influence and advocate for systemic change.

Course Outcomes

Throughout this course, students will have the opportunity to:

e Study the history of immigration in the United States and the effects of
racial and ethnic diversity in urban environments;

e Assess the ways in which one’s culture shapes their worldview, perception
and roles within society;

e Examine the ways in which institutions perpetuate dominant cultural
norms and access to education;

e Explore strategies that individuals and groups can develop to influence
cultural norms; and

e Expand leadership capacity by examining concepts and theories of
influence and power.

Course Methodology

Each week, you will be expected to:
1. Review the week's learning objectives;
2. Complete all required reading / writing assignments by due dates; and
3. Participate in the Discussion Board, based upon each week’s instructions.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
2
PARTICIPATION / DISCUSSION BOARD
(Weekly Posts: 30%)

Discussion Board Summary:

In an online course, participation occurs primarily through the “Discussion Board.”
Students are expected to participate in class discussions through the Discussion Board
every week. Personal illness, urgent family business, work-related issues, and similar
occurrences will always be considered, but students must contact me, via email, prior to
a due date to discuss why a post or assignment will be late.

The Discussion Board allows us to interact with one another — to “talk” to one another —
even though we are not meeting in a live, on-ground classroom. This course is anchored
in the belief that discussions are at the core of graduate learning, and also that cultural
proficiency involves the ability to engage with others in challenging discussions about
culture, equity and power.

Our challenge is to create RICH, VIBRANT discussions that help people:

+ Articulate and, at times, reconsider their ideas;

+ Make connections among varying aspects of a topic;

+ Learn about new perspectives and new ways of connecting topics;

+ Identify more clearly how arguments are supported or not supported; and
+ Envision, articulate and consider solutions to identified problems.

Each of you has a vital role to play in creating rich, vibrant discussions. When you
contribute to the Discussion Board, you should be guided by the question, “Is this adding
to the creation of a discussion that advances our thinking and learning?”

Important: The nature of this course demands that the content is informative, current,
and provocative. Our online discussions will be robust and engaging; however, they
should also be courteous and respectful, even in disagreement. Please remember this
requirement when you post.

Discussion Board Details:

e You will be counted as “present” for a class week, when you participate in that
week’s Discussion Board. If you do not post at all, or you do not post substantive
responses, you will either not be counted as having attended / participated in
class that week, or you will be given partial credit.

e Discussion Board / Participation = 30% of total grade

Posting Expectations:

Posts (Primary and Secondary) are all expected to be 2-3 substantive paragraphs in length
and should reflect thoughtful analysis that supports your argument or opinion on the topic being
discussed. You may submit extra posts to compensate if your first 3 posts are shorter than the
requisite 2-3 paragraphs (in order to receive full credit for that week). Each postis due at the end
of the day on the stated due date (11:59pm).

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
3
Posting Expectations, Cont.:

Each week, you are expected to:

Note:

Post one “Primary Response” due by Thursday of each Week
A Primary Post = a Response to the professor’s “prompt” that will be provided each

In your Primary Post: You are expected to analyze, critique, and synthesize the
anchor readings/videos and to discuss them in connection with one another. Pull
out the key arguments/main points. This is different than summarizing.

At the end of your initial post, you will pose one or two questions that can launch
a high-level discussion about the topics raised in the assigned materials. Do NOT
ask questions that will yield a yes or no answer such as "Did you like the
readings?"

Post two “Secondary Responses” due by Sunday of each Week

Secondary Response =Response to another student’s post

NOTE: Final Week — Please view the Discussion Board post due dates, as they are
different for our final week.

Posts can include urls (links to websites), podcasts, or videos relevant to the topic
and can reference external readings, news articles, etc. If you provide a link to an
article, video or website in your post, you are expected to discuss that article in
your post. Provide a short summary of the topic as well as a comment and/or
questions for your classmates.

| do not require any formal citation method within the Discussion Board. You do not
need to list the sources referenced at the end of your posts. What | do ask is that
you make clear to your readers what works you are referring to my naming the
author and/or title. If you use a direct quote, give the page number in case a reader
is interested in finding the quote.

Posts should be thoughtful and courteous - even if you disagree with another
individual’s post. Professional and respectful debate is encouraged; just be sure to
always support your argument/assertion. Simply agreeing or disagreeing with a
classmate’s post will not constitute a complete post. You are expected to explain
why you agree or disagree. Posts that are just a few sentences long will not be
given full credit.

IMPORTANT: | encourage you to connect the issues raised in the readings to real-life examples
you’ve experienced, but also be sure to keep the discussion connected to the
readings/video/lecture. Continue to refer back to the readings and videos, making connections
between your thoughts and the writers’ thoughts. Keep them in the conversation, so to speak.
Push the conversation to dig deeper into the readings/videos.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.

4
Grading of Discussion Board Posts:

Each post has a maximum value of 10 points.

. Excellent post =10 points.

. Failure to post =0 points

. Late posts can only earn up to 5 points maximum

. Posts that do not rise to the level of excellent, but offer some substantive value,

will earn partial credit.

This means that there is a total of 30 Discussion Board points to be earned each week
and 210 Discussion Board points to be earned for the entire course. At the end of the
course, students’ points from each week will be added up and your total points earned
will be divided by the total point value possible to calculate your participation grade.

Discussion Board posts will be evaluated based upon:

+ Demonstrated effort to initiate a good discussion by pushing classmates towards
deeper thinking and understanding. Methods of doing this include, but are not
limited to:

o Asking questions that require classmates to clarify ideas or arguments;

o Adding new information that broadens the way the topic is being
discussed;

o Connecting back to a key point in the readings;

Offering solutions to the problems that are arising in the discussion;

o Respectfully disagreeing with each other, even if in the role of “devil's
advocate.”

+ Demonstrated effort to serve as a facilitator.

o Everyone needs to think of themselves as a facilitator in the discussion,
rather than as a passive participant. Think of the role of the teacher in a
traditional classroom discussion.

oA facilitator:

Takes responsibility for the whole discussion;
Makes connections between people’s posts;
Raises questions, challenges people;

Adds new insights; and

Reminds the group when they are getting off-task.

+ Ability to provide substantive analyze, critique and synthesis that is related to the
weekly topic and anchor readings/videos.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
5
Course Grading / Evaluation Standards

For a final grade, course requirements will be weighted as follows:

Discussion Board Participation 30%
Max of 30 points each week

Paper #1 20%

Thesis Statement (for final paper) 5%

Final Paper 25%

Group Presentation 20%

Total 100%

Submission of Work /Communication

Submitting assignments:

e In the Assignments folder, click on the View/Complete Assignment link to view each
assignment.

e Attach your completed assignments there, and click Submit to turn them in.

e You are responsible for saving all assignments correctly, so you can turn them in
electronically. You should be comfortable using word processing software, and have
reasonable keyboarding skills. All assignments will require you to use word processing
software. No assignments will be accepted in handwritten or hardcopy form. They must
all be submitted digitally through the UAlbany blackboard system.

Communication:
e | encourage you to email me at any time.

e If you need to speak via telephone, please send me an email and we can arrange a date
and time to speak.

e | will respond to all student inquiries within 48 hours — usually much sooner.

Grading Standards:
(Plus & minus grades indicate higher or lower standing within each letter grade)

A = Outstanding Achievement

Outstanding work in all respects — comprehensive, understanding, thoughtful and creative
interpretations, well focused and original insights, well-reasoned commentary and analysis.
Writing is clear, analytical, and organized. Arguments offer specific examples and concisely
evaluate evidence.

B =Good Achievement

Work demonstrates complete and accurate understanding of course materials, presenting a
reasonable degree of insight and a competent level of analysis with proper evidence. Writing is
easy to follow and well structured.

C =Satisfactory Achievement

Work demonstrates adequate understanding but may be incomplete, vague or contains some
important errors or weaknesses. Work may lack concrete, specific examples and illustration.
Writing may be awkward or hard to follow. Arguments are unorganized, without specific examples
or analysis.

D = Unsatisfactory Achievement

Work demonstrates a lack of understanding but fails to express basic aspects of the course. Work
is incomplete, and evidences little understanding of the readings or discussions. Arguments
demonstrate inattention to detail, misunderstand course material and overlook significant themes.
Discussion Board participation is spotty, superficial, and/or disrespectful of others

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
6
F = Failed
Work was not submitted or completed according to assigned parameters or completely failed to
express the most basic and elementary aspects of the course.

Numerical grade equivalents:
95-100 =A
90-94 =A-
87-89 =B+
83-86 =B
80-82 =B-
77-19 =C+
73-76 =C
70-72 =C-
60-69 =D
>60 =F

Late Assignments:

Late assignments will be accepted, but will be deducted one grade for every day the
assignment is late (24 hours from 11:59 pm on the day the assignment is due). For
example, an A paper, handed in one day late, would receive a grade of an A-. If handed
in three days late, that same paper would receive a grade of B. No assignment will be
accepted more than 6 days late, unless special arrangements have been made
with the instructor in advance of the original due date.

Incompletes:

Incompletes are not available for this course. Please withdraw before the deadline if you
are unable to complete this course.

Academic Honesty and Integrity Statement

As a community of scholars, the University at Albany has a special responsibility to integrity and
truth. By testing, analyzing, and scrutinizing ideas and assumptions, scholarly inquiry produces
the timely and valuable bodies of knowledge that guide and inform important and significant
decisions, policies, and choices. Our duty to be honest, methodical and careful in the attribution
of data and ideas to their sources establishes the foundations of our work. Misrepresenting or
falsifying scholarship undermines the essential trust on which our community depends. Every
member of the community, including both faculty and students, shares an interest in maintaining
academic integrity. For additional information about the the University’s policy on academic
honesty and integrity, please see:

https ://www.albany.edu/undergraduateeducation/academic_integrity.php

Disability Accommodations

The Disability Resource Center is available to assist with academic accommodations. You can
reach them at DRC @albany.edu or 518 442 5501 (via the Dean’s Office). Please visit their
webpage for the Reasonable Accommodation policy and other resources:

https ://www.albany.edu/disability/faculty-staff.shtml

Religious Observance

Students who observe religious holidays that may interfere with the class schedule should inform
me well in advance of anticipated absences to ensure that appropriate arrangements are made
for the completion of course work.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
7
Week|

Dates

Topic

Assignments

2/1-2/7

INTRODUCTION TO CORE CONCEPTS

Understanding the concepts of equity, power and

influence in a multicultural environment.

*Read course syllabus*

Post an introduction of yourself on the
Discussion Board

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapters 1-3)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

PAPER #1 ASSIGNMENT PROVIDED THIS
WEEK
PAPER #1 DUE NEXT WEEK
2/14 @ 11:59pm

2/8 — 2/14

WHAT DOES MULTICULTURALISM
MEAN TO ME?

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapter 7 & 11)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

PAPER #1 DUE SUNDAY
2/14 @ 11:59pm

2/15 — 2/21

MULTICULTURAL EXPERIENCES
DIVERSITY AND POLITICS

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapter 8 & 9)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

FINAL PAPER & THESIS STATEMENT
ASSIGNMENTS PROVIDED THIS WEEK

THESIS STATEMENT DUE WEEK 4
(Sunday 2/28 @ 11:59pm)

FINAL PAPER DUE WEEK 6
(Sunday 3/14 @ 11:59pm)

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.

2/22 - 2/28

THE CHALLENGES OF MULTICULTURALISM

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapters 5)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

THESIS FOR FINAL PAPER DUE SUNDAY
2/28 @ 11:59pm

3/1-3/7

URBAN MULTICULTURALISM, GEOGRAPHY
& ECONOMICS

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapters 4 & 6)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

GROUP PRESENTATION GROUP
ASSIGNMENTS PROVIDED THIS WEEK

GROUP PRESENTATIONS ARE WEEK 7
(THURSDAY 3/18 or FRIDAY 3/19)

3/8 - 3/14

URBAN PLANNING MOVING FORWARD

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapter10)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

FINALPAPER DUE SUNDAY
3/14 @ 11:59pm

3/15 - 3/19

WORK GROUP PRESENTATIONS

Group Presentations will be held on one day
this week with attendance mandatory for all
presentations on the day you are assigned.

GROUP PRESENTATIONS
Thursday 3/18 or Friday 3/19
7-8:30pm each day.

Post 1 Primary Post (Due Wednesday) &
2 Secondary Posts (Due Friday)

*|mportant: There are different Discussion
Board posts due dates this week due to the
shortened week.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.

IMPORTANT TITLE IX NOTIFICATION

In addition to serving as a part-time Adjunct Professor, I currently work full-time as Director of
the Office of Equity and Compliance and Title IX Coordinator at the University at Albany.

Title IX of the Education Amendments of 1972 is a federal civil rights law that prohibits
discrimination on the basis of sex in federally funded education programs and activities.

The SUNY -wide Sexual Violence Prevention and Response and Title IX Grievance Policies
prohibit offenses defined as sexual harassment, sexual assault, intimate partner violence (dating
or domestic violence), sexual exploitation, and stalking. These policies apply to the entire
University at Albany community, including students, faculty, and staff of all gender identities. The
University at Albany provides a variety of resources for support and advocacy to assist individuals
who have experienced sexual offenses.

Confidential support and guidance can be found through:
¢ Counseling Center (518-442-5800, https://www.albany.edu/counseling_center)
e University Health Center (518-442-5454, https://www.albany.edu/health_ center)
e = Interfaith Center (518-489-8573, httos://www.albany.edu/spirituality/onC ampus.shtml)

Individuals at these locations will not report crimes to law enforcement or university officials
without permission, except for in extreme circumstances, such as a health and/or safety
emergency.

Additionally, the advocates at the University at Albany's Advocacy Center for Sexual violence are
available to assist students (518-442-CARE, https://www.albany.edu/advocacycenter).

Sexual offenses can be reported non-confidentially to me, in my capacity as the Title IX
Coordinator within The Office of Equity and Compliance (518-442-3800,
https://www.albany.edu/equity-compliance, Hudson Building, Room 117) and/or the University
Police Department (518-442-3131, http://police.albany.edu).

Faculty members are considered "Responsible Employees" at the University at Albany, meaning
that they are required to report all known relevant details about a complaint of sexual violence to
the University's Title IX Coordinator, including names of anyone involved or present, date, time,
and location. If you report an incident of sexual violence at any point during this course, | am
mandated to refer that report to my office to be addressed as required by the Sexual Violence
Response Policy.

In case of an emergency, please call 911.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
10
Zen Buddhism

AEAS/AREL 357 (3 credits)
University at Albany, SUNY: Fall 2020

(Statue of Bodhidharma at Kenninji in Kamakura, Japan. Photo by Aaron Proffitt)

Class Time and Place: Asynchronous/Fully Online

Professor: Aaron P. Proffitt, PhD (aproffitt@ albany.edu)

Office Hours Time and Place: Online synchronous office hours will be held weekly
through Zoom. See “Announcements” page on Blackboard for more information.

Course Description

Widely known by its Japanese name, Zen (Chan in Chinese, Seon in Korean, Thien in
Vietnamese) is one of the most influential forms of Buddhism in the world. As Zen has
continued to grow in popularity and influence in the Western world, it is also one of the
most misunderstood products of East Asian culture. In this course, students will survey
the history of Zen Buddhism, from its early development in China to its introduction to
the US. Readings will consist of Buddhist texts in translation as well as English language
works by contemporary Zen masters and scholars. There are no prerequisites. All are
welcome.
Learning Objectives
- Students will examine the history of Zen Buddhism in East Asia through the lens of the

critical-historical academic study of religion.
Students will learn how to read Zen Buddhist texts critically, attentive to implicit and
explicit discursive and rhetorical goals and agendas.
Students will analyze the relationship past academic and sectarian agendas and their
impact upon the description and analysis of religion today.
Students will design and write substantial original research papers that reflect close
textual analysis and familiarity with cutting edge research on their chosen topic.

Required Materials
e All texts and films are available through our course Blackboard site.

Grading
A (94), A- (90), B+ (88), B (84), B- (80), C+ (78), C (74), C- (70), D+ (68), D (64), D-
(60), E (50)

Course Requirements
e Weekly Discussion Board Posts and Replies 50%
e Papers 50%

Discussion Board and Participation (50% )

e Each week we will work through a Module. Each module contains lectures,
readings, and sometimes audio and video resources. Students will work through
each module at their own pace, and turn in (1) discussion board post and (1) reply
to the post of a classmate. Posts and replies should each be about 250-500 words
in length and draw upon and synthesize a variety of sources from each module.
Posts and replies must cite sources. Discussion board posts and replies for a
particular module are due Sunday nights, before the next module begins.
Prompts will sometimes be provided as guidelines for the discussion, but you are
not obligated to answer all of or any of them.

Research Papers (50% )
e Mid-Term Paper,
o 5-8 pages

o Due date: 10/09-10/12
e Final Paper
o 8-10 pages
o Due date: 11/30-12/07
e As this is an upper division humanities class focused on the close reading of
primary texts and essay writing. Papers may cover issues discussed in lectures,
readings, podcasts, films, and other media. No outside sources are permitted
unless specifically recommended by professor. Additional paper guidelines will
be distributed to the class.

Accommodations for Students with disabilities or other needs
e [request that any student with a documented disability needing academic
adjustments or accommodations speak with me during the first two weeks of class.
All discussions will remain confidential. For more information, please visit
Disability Resource Center: http://www.albany.edu/disability/index.shtml
We are in the middle of a global pandemic, a major economic downturn, and
many of us may be impacted by ongoing civil unrest. If you need additional
accommodations, do not hesitate to reach out to me and/or the UAlbany
Counseling Center for help (https://www.albany.edu/counseling_center/ ).

Plagiarism

“Every student has the responsibility to become familiar with the standards of
academic integrity at the University. Faculty members must specify in their
syllabi information about academic integrity, and may refer students to this policy
for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of
academic integrity. Students are responsible for familiarizing themselves with the
standards and behaving accordingly, and UA lbany faculty are responsible for
teaching, modeling and upholding them. Anything less undermines the worth and
value of our intellectual work, and the reputation and credibility of the University
at Albany degree.” (University’s Standards of Academic Integrity Policy, Fall
2013) http://www.albany.edu/undergraduate_bulletin/regulations.html

Course Schedule
Module 1: Introduction to Buddhism (08/24-08/28)

e Lecture: Why Study Zen Buddhism?

e Watch: PBS, The Buddha

e Lecture: Life and Teachings of Buddha

e Readings: Buddha-D harma, Gatha (xxiii-iv); 3-42

Module 2: Chinese Religion and Philosophy (08/31-09/04)

e Lecture: Early Chinese Religion: Confucianism, Daoism, and Chinese Popular
Religion

e Readings: Teiser, “Spirits of Chinese Religion”; **Read the text passages
found in the lecture 2 slides.

e Video: Conversation with Terry Kleeman and Michael Puett
https://www.youtube.com/watch?v=Y NY FgEUzHwk

e Podcast: New Books Network: Celestial Masters
https://newbooksnetwork.com/terry-kleeman-celestial-masters-history-and-
ritual-in-early-daoist-communities-harvard-up-2016/

Module 3: Mahayana Buddhism (09/07-09/11)

e Lecture: The Mahayana Tradition

e Readings: The Lotus Sutra, Chapters 3 and 25; The Heart Sutra; “The Sutra
on the Visualization of the Buddha of Infinite Life,” In Three Pure Land
Sutras

e Watch: To the Land of Bliss

Module 4: Buddhist Meditation Traditions and Early Chan Buddhism (09/14-09/18)

e Lecture 1: Proto-Chan and Bodhidharma
e Reading 1: Bodhidharma; Teachings of the Fourth Chan Patriarch
e Lecture 2: Early Chan
e Reading: Platform Sutra
Module 5: Classical C han (09/21-09/25)
e Lecture 1: Metropolitan Chan
e Reading 1: "Record of Linji,” in Three Chan Classics
e Lecture 2: Classical Chan
e Reading 2: Read: “Wumen’s Gate,” in Three Chan Classics
Module 6: Seon in Korea (09/28-10/02)
e Lecture 1: Early Korean Buddhism
e Reading 1: Wonhyo, *skim the introduction, and read: “Awaken Your Mind
and Practice”
e Lecture 2: Korean Seon Buddhism
e Reading 2: Chinul, *skim the introduction, and read: “Admonitions to
Neophytes”
e Lecture 3: Later Seon Buddhism
e Reading: Hyuejeong, *skim the introduction, and read: “Seon-Gyogyeol
(Resolutions of [the Differences Between] Seon and Doctrine)
Module 7: Zen in Japan (10/05-10/09)
e Lecture 1: Rinzai and Early Japanese Zen
e Reading 1: Eisai, *read the introduction, and skim: “A Treatise on Letting Zen
Flourish to Protect the State,” in Zen Texts
Lecture 2: Dogen and Sdtd Zen
Reading 2: Dogen, Lancet of Seated Meditation (Blackboard)
Reading 3: Bendowa, In Shobogenzo 1
Film: Zen

Module 8: Late-Medieval, Early-Modern, and Modern Zen in Japan (10/12-10/16)
e Lecture 1: Zen in Late Medieval Japan
e Lecture 2: Tokugawa Zen
e Lecture 3: Zen Modemism
e Reading: Hakuin
e Film: A Zen Life
Module 9: Seon Today (10/19-10/23)
e Lecture: Modem Korean Buddhism
e Reading: Kim Iryop
e Youtube: Hwansan Sunim
e Film: Zen Buddhism: In Search of Self
Module 10: Chan Today (10/26-10/30)
e Lecture: Modem Chinese Buddhism
e Readings: Guo Gu; Yifa
e Youtube: Shengyen
Module 11: Thien Buddhism (11/02-11/06)
e Lecture: Vietnamese Buddhism
e Readings: Thich Nhat Hahn; Sister Chang
e Film: Walk With Me
Module 12: Zen in the US 1 (11/09-11/13)
e Lecture: Zen and the 60s
e Readings: Watts, Beat Zen, Square Zen; Suzuki, Zen Mind, Beginners Mind
e Youtube: Mushim Ikeda
Module 13: Zen in the US 2 (11/16-11/20)
e Lecture: Zen and BLM
e Readings: bell hooks; angel Kyodo williams
e Youtube: angel Kyodo williams
Module 14: What is Zen? (11/23-24)

° aD 40: Watch: Souls of Zen
Topics in East Asian History, Literature, and Culture

Topic: Buddhism and the Afterlife: Pure Land
Buddhism

Meeting Times and Location: TTH, 1:30am-11:50am, LC0003A
Instructor: Aaron P. Proffitt, PhD

Email: aproffitt@ albany.edu
Office Hours Time and Location: MW 1-2pm via Zoom, and by appointment

COURSE DESCRIPTION

The concept of rebirth in a “Pure Land,” a world apart from our own that is currently inhabited by
a living Buddha, is fundamental to Mahayana and East Asian Buddhist theories of death, rebirth,
and meditation. Though quite possibly the most widely practiced form of Buddhism in the world,
Pure Land Buddhism continues to be understudied and under theorized in the academic study of
Buddhism in the West. In this class, we will examine the diversity of Buddhist approaches to Pure
Lands, as well as theories of the afterlife and meditation, through a survey of Buddhist texts,
images, and material culture. While a background in Asian cultural, historical, or religious studies
will be an asset, there are no prerequisites for this class. All are welcome.

REQUIRED TEXTS
***T here are no required texts for this class. All readings are either freely available online or
posted to our Blackboard site.
Learning Objectives

- Students will examine the history of Pure Land Buddhism in East Asia through the lens
of the critical-historical academic study of religion.
Students will learn how to read Pure Land Buddhist texts critically, attentive to implicit
and explicit discursive and rhetorical goals and agendas.
Students will analyze the relationship past academic and sectarian agendas and their
impact upon the description and analysis of religion today.

- Students will design and write substantial original research papers that reflect close
textual analysis and familiarity with cutting edge research on their chosen topic.

Grading
A (94), A- (90), B+ (88), B (84), B- (80), C+ (78), C (74), C- (70), D+ (68), D (64), D-
(60), E (50)

Course Requirements
Participation (25%)
Presentations (25%)
Mid-Term (25%)

Final Paper (25%)

Presentations

Each class period, between one and three students will present their own reactions to key
passages from the text. Presentation dates will be assigned within the first two weeks of class, and
should be understood not as a test on the reading, but as an opportunity for students to lead
discussion and engage one another. Presenters will be asked to provide a handout summary of
their assigned reading that includes discussion questions, Research and resources employed for
these presentations must be limited to the assigned readings and other course materials.

Mid-term and Final Papers

There are two writing assignments for this class. The Mid-Term paper will be 5-8 pages in length,
and the Final Paper will be 10-15 pages in length. Each student will select their paper topics in
consultation with the instructor, and write a one-page research proposal. All research for these
papers must be limited to the assigned readings and other course materials.

Academic Integrity

“Every student has the responsibility to become familiar with the standards of academic integrity
at the University. Faculty members must specify in their syllabi information about academic
integrity, and may refer students to this policy for more information. Nonetheless, student claims
of ignorance, unintentional error, or personal or academic pressures cannot be excuses for
violation of academic integrity. Students are responsible for familiarizing themselves with the
standards and behaving accordingly, and UA lbany faculty are responsible for teaching, modeling
and upholding them. Anything less undermines the worth and value of our intellectual work, and
the reputation and credibility of the University at Albany degree.” (University’s Standards of
Academic Integrity Policy, Fall 2013)
http://www.albany.edu/undergraduate_bulletin/requlations.html

Disability Accommodations
I request that any student with a documented disability needing academic adjustments or
accommodations speak with me during the first two weeks of class. All discussions will remain
confidential. For more information, please visit Disability Resource Center:
http://www.albany.edu/disability/index.shtml

Course Schedule

Week 1: Introduction to Buddhism (08/23-08/27)
e Lopez, “Buddhism, In the World of the Buddha”
e To the Land of Bliss (Film)

Week 2 Introduction to Buddhism II (08/30-09/03):
e Selections from The Lotus Sutra
e Selections from The Vimalakirti Sutra

Week 3: Mahayana Foundations (09/06-09/10)

e The Three Pure Land Sutras, “The Larger Sutra,” 1-30 (Part I).

e Fujita, Kotatsu. “Pure Land Buddhism in India.” In The Pure Land Tradition, edited by
James Foard, et. al., 1-42. Berkeley: Jain Publishing Company, 2006.

Week 4: Larger Sutra, Continued (09/13-09/17)
e The Three Pure Land Sutras, “The Larger Sutra,” 31-62 (Part II).

e Schopen, Gregory. “Sukhavati as a Generalized Religious Goal in Sanskrit Mahayana Siitra
Literature.” Indo-Iranian Journal 19 (1977): 177-210.

Week 5: The Visualization Sutra (09/20-09/24)
e The Three Pure Land Sutras, “The Visualization Sutra,” 63-88.

e Fujita, Kotatsu. “The Textual Origins of the Kuan wu-liang-shou fo ching.” In Chinese
Buddhist Apocrypha, edited by Robert Buswell, Jr., 149-173. Honolulu: University of Hawaii
Press, 1990.

Week 6: Pure Land Buddhism in India (09/27-10/01)

e The Three Pure Land Sutras, “The Smaller Sutra,” 89-96.

e Nattier, Jan. “The Realm of Aksobhya: A Missing Piece in the History of Pure Land
Buddhism.” J ournal of the International Association of Buddhist Studies 23.1 (2000): 71-102.

e Harrison, Paul. “Women in the Pure Land: Some Reflections on the Textual Sources.”
Journal of Indian Philosophy 26 (1998): 553-572.

Week 7: To See the Buddhas of the Present... (10/04-10/08)
e The Pratyupanna Samadhi Sutra
e Harrison, Paul. “Buddhanusmriti in the Pratyutpanna-buddha
sammukhavasthita-samadhi sutra.” Journal of Indian Philosophy 6 (1978):
35-57.

Week 8: Chinese Pure Land Buddhism (10/11-10/15)

¢ Stevenson, Daniel. “Pure Land Buddhist Meditation and Worship in China.” In Buddhism in
Practice, edited by Donald S. Lopez, Jr., 359-379. Princeton: Princeton University Press,
1995.

e Tanluan

Week 9: Chinese Pure Land Buddhism II (10/18-10/22)
e Shandao
e Amoghavajra

Week 10: Pure Land Zen (10/25-10/29)

e Sharf, Robert. “On Pure Land Buddhism and Ch'an/Pure Land Syncretism in Medieval
China.” T'oung Pao 88.4-5 (2003): 282-331. (On Blackboard)

e Pure Land Zen, Zen Pure Land, Letters from Patriarch Yin Kuang, 19-106.
http://www.buddhanet.net/pdf_file/yin_kuang.pdf

Week 11: Korean Pure Land (11/01-11/05)

¢ Collected Works of Korean Buddhism 1: 7c!#2 Wonhyo, Selected Works, 39-41, 140-209,
215-218.

Collected W orks of Korean Buddhism 2: £04 Chinul, Selected Works, ii, 90-92, 119-120,
160-194 (and footnote 67).

Collected Works of Korean Buddhism 3: {Ai Hyujeong, Selected Works (On Blackboard),
117-126, 216-217, 218-221, 226-230, 242-243, 314-317.

Week 12: Japanese Pure Land Buddhism (11/08-11/12)
e Honen
e = =Shinran

Week 13: Japanese Esoteric Pure Land Buddhism (11/15-11/19)

e = Proffitt, Dohan, Himitsu nenbutsu sho (On Blackboard)

e Inagaki Hisao. “The Esoteric Meaning of ‘Amida’ by Kakuban.” Pacific World Journal 10
(1994): 102-115. (On Blackboard)

Morrell, Robert E. “Shingon’s Kakukai on the Immanence of the Pure Land.” Japanese
Journal of Religious Studies 11.2-3 1984: 195-220. (On Blackboard)

Week 14: Pure Land Buddhism in Tibet (11/22-11/26)

e Silk, Jonathan A. “The Virtues of Amitabha, A Tibetan Poem from Dunhuang.”
Ryikoku daigaku Bukky6 bunka kenkyijo kiyd 32 (1993): 1-109.

Week 15: Pure Land Buddhism in the US (11/29-12/03)
e Hickey, Shannon Wakoh, “Two Buddhisms, Three Buddhisms, and Racism,” Journal
of Global Buddhism 11 (2010): 1-25.
https://www.globalbuddhism.org/jqb/index.php/jgb/article/view/112

e Kyte, Lindsay, “This Land is Pure Land: The Buddhist Churches of America”
https://www.lionsroar.com/this-land-is-pure-land-the- buddhist-churches-of-america/

¢ Mitchell, Scott, “Shin Buddhism is American Buddhism” https://www.lionsroar.com/shin-
buddhism-is-american-buddhism/

¢ Nakai, Patti, “Get Real,” Tricycle (Spring 2013) https://tricycle.org/magazine/get-real/

Final Paper Dues“ *
Readings in Buddhist Texts:
The Lotus Sutra

AEAS/AREL 450 (3 Credits)
University at Albany, SUNY: Spring 2021
Fully Online and Asynchronous

e Professor Aaron P. Proffitt, PhD (aproffitt@ albany.edu)
e Office Hours Time and Place: Tuesdays and Thursdays 12:00PM-1:00PM via Zoom, and
by appointment

Course Description

The Lotus Sutra is one of the most important and influential texts in the history of East Asian
culture. In this course we will read this Mahayana Buddhist text and recent scholarship on its
impact and interpretation in India, China, and Japan. The academic study of the Lotus Sutra
provides a fascinating window into premodern and contemporary East Asian Buddhist culture.
All readings are in English. There are no prerequisites. All are welcome.

Required Texts
e Donald S. Lopez, Jr., and Jacqueline I. Stone. Two Buddhas Seated Side by Side: A Guide

to the Lotus Sutra (Princeton: Princeton University Press, 2019).
ISBN-13: 978-0691174204
Learning Objectives

Students will examine the Lotus Sutra through the lens of the critical-historical academic
study of religion.

Students will learn how to read Mahayana Buddhist sutra literature critically, attentive to
implicit and explicit discursive and rhetorical goals and agendas.

Students will analyze the relationship past academic and sectarian agendas and their
impact upon the description and analysis of religion today.

Students will design and write substantial original research papers that reflect close
textual analysis and familiarity with cutting edge research on their chosen topic.

Recommended Texts

Leon Hurvitz, trans., Scripture of the Lotus Blossom of the Fine Dharma (The Lotus
Sutra)

ISBN-13: 978-0231148955

Stephen F. Teiser and Jacqueline I. Stone, eds., Readings of the Lotus Sutra
ISBN-13: 978-0231142892

Donald S. Lopez, Jr., The "Lotus Siitra": A Biography

ISBN-13: 978-0691152202

Jacqueline I. Stone, Original Enlightenment and the Transformation of Medieval
Japanese Buddhism (University of Hawaii Press, 1999).

ISBN-13: 978-0824827717

Grading Scale Course Requirements
A 94. Weekly Discussion Board Participation (50%)
A- 90 Mid-Term Paper (25%)
Bt 88 Final Paper (25%)

B 84

B- 80

C+ 78

Cc 74

C- 70

D+ 68

D 64

D- 60

E 50

Discussion Board Participation (50% )

Each week we will work through lectures, readings, and sometimes audio and video
resources. As this course is asynchronous and fully online, students will work through
each week’s material at their own pace, and turn in at least one substantial original
discussion board post and at least one reply to a classmate. Each post and reply should be
about 250-500 words in length and draw upon and synthesize a variety of sources from
the week. Posts and replies must cite sources. Discussion board posts and replies are due
by Sunday night, before we begin the next week’s material.
Discussion Board Grading Rubric:

o A =atleast one substantial original post and at least one substantial reply to a

classmate, each 250-500 words in length, cites and synthesizes course material,
demonstrates a high level of engagement with material and contributes to
ongoing class conversation

o B =at least one substantial original post and one reply to a classmate, each at
least 250-500 words in length; cites and synthesizes course material,
demonstrates engagement with material

o C =atleast one substantial original post and one reply to a classmate, each at
least 250-500 words in length; limited citation or synthesis of course material

o D =Assignment incomplete, contributions are either too short, or do not
demonstrate engagement with course material.

o F=Assignment incomplete, either original post or reply, or both, are missing.

Mid-term Paper (25% ) and Final Paper (25% )

This is an upper division humanities class. This means I expect that each of you have already
mastered the basics of college level writing and composition. In this class you will write
substantial papers based in your close reading and analysis of The Lotus Sutra and other
assigned materials. If you are not prepared for upper division writing, please consider taking
this course later in your college career.

Mid-term: 5-8 pages, 12 font, double spaced

Final: 10-15 pages, 12 font, double spaced

Footnotes and Bibliography: Chicago Style Citations
http://www.chicagomanualofstyle.org/tools_citationguide/citation-quide-1.html

No outside material: Do not use outside material unless specifically recommended by
professor.

Accommodations for Students with Documented Disabilities or Other Needs

e I request that any student with a documented disability needing academic adjustments or
accommodations speak with me during the first two weeks of class. All discussions will
remain confidential. For more information, please visit Disability Resource Center:
http://www.albany.edu/disability/index.shtml

Plagiarism and Academic Integrity

e “Every student has the responsibility to become familiar with the standards of academic
integrity at the University. Faculty members must specify in their syllabi information
about academic integrity, and may refer students to this policy for more information.
Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible
for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less
undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree.” (University’s Standards of Academic
Integrity Policy, Fall 2013)
http://www.albany.edu/undergraduate_bulletin/requlations.html

Getting Started
Here are a few essays I recommend you read before class. I’ll be talking about these texts

on the first day.

o Whatis the Academic Study of Religion?: https://religion.ua.edu/links/the-students-
desk/what-is-the-academic-study-of-religion/

o Religious Studies: A Part of the Human Sciences: https://religion.ua.edu/links/religious-
studies-a-part-of-the-human-sciences/

co Theses on Method: https://religion.ua.edu/links/theses-on-method/

COURSE CALENDAR AND SCHEDULE OF READING ASSIGNMENTS

Week 1 (02/01-02/05)
Lopez, Norton Anthology of World Religions: Buddhism, “Introduction: in the World of the
Buddha.”

Week 2 (02/08-02/12)

Lopez and Stone, Author’s Introduction and Chapter 1

The Lotus Sutra, Chapters 1

Podcast: “How to Read the Lotus Sutra” https://tricycle.org/podcast/quide-to-the-lotus-sutra/

Week 3 (02/15-02/19)

Lopez and Stone, Chapter 2

The Lotus Sutra, Chapters 2

Podcast: The Life of the Lotus Sutra: https://mi.byu.edu/mip-60-lopez/

Week 4 (02/22-02/26)

Lopez and Stone, Chapters 3-4

The Lotus Sutra, Chapters 3-4

Lopez, “What Actually Happens in the Lotus Sutra?” https://www.lionsroar.com/what-happens-
in-the-lotus-sutra-unpacking-the-events-in-this-famous-buddhist-scripture/

Week 5 (03/01-03/05)
Lopez and Stone, Chapters 5-6
The Lotus Sutra, Chapters 5-6

Week 6 (03/08-03/12)
Lopez and Stone, Chapter 7, and Chapter 8-9
The Lotus Sutra, Chapters 7-9

Week 7 (03/15-03/19)
Lopez and Stone, Chapter 10-11
The Lotus Sutra, Chapters 10-11

Week 8 (03/22-03/26)

Lopez and Stone, Chapter 12-13
The Lotus Sutra, Chapters 12-13
Week 9 (03/29-04/02)
Lopez and Stone, Chapter 14-15

Week 10 (04/05-04/09)
Lopez and Stone, Chapter 16, and Chapter 17-18
The Lotus Sutra, Chapters 16-18

Week 11 (04/12-04/16)
Lopez and Stone, Chapter 19, 20, and 21-22
The Lotus Sutra, Chapters 19-22

Week 12 (04/19-04/23)
Lopez and Stone, Chapter 23, Chapter 24-25, and Chapter 26
The Lotus Sutra, Chapters 23-26

Week 13 (04/26-04/30)
Lopez and Stone, Chapters 27 and 28

Week 14 (05/03-05/07)

Tamura Yoshir6. “Japanese Culture and The Tendai Concept of Original Enlightenment” (On
Blackboard)

Jacqueline I. Stone, “Medieval Tendai Hongaku Thought and the New Kamakura Buddhism” (On
Blackboard)

Jacqueline Stone, “From Buddha Nature to Original Enlightenment”
https://conference.tsadra.org/session/from-buddha-nature-to-original-enlightenment-
contemplating-suchness-in-medieval-japan/

05/10-05/11 Last Day of Class

Nichiren, Rissho Ankoku ron (Blackboard)

Jacqueline I. Stone, “Placing Nichiren in the ‘Big Picture’”
Jacqueline Stone, “Nichiren’s Activist Heirs” (Blackboard)

Final Paper Due (05/12-05/15)
Distance Education Format Proposal
For A Proposed or Registered Program

Form 4
Version 2014-11-17
When a new or existing program is designed for a distance education format, a campus
Chief Executive Officer or Chief Academic Officer should submit a signed cover letter and
this completed form to the SUNY Provost at programreview@suny.edu. According to MSCHE, the 50% standard
includes only courses offered in their entirety via distance education, not courses utilizing mixed delivery methods. Also,
MSCHE requires that the first two programs for which 50% or more is offered through distance education be submitted.
for Commission review and prior approval of a substantive change.

e All campuses must complete the following sections: Sections 1 - 3, and Part B: Program Specific Issues.
e Part A must be completed if the proposing campus has not previously submitted this form with a completed Part A:

Institution-wide Issues, or has made significant changes to its institution-wide distance education operations since
last completing Part A. This applies even if the institution has programs registered to be delivered at a distance.

Section 1. General Information

a) Institution's 6-digit SED Code: | 210500
Institutional
Information Institution’ s Name: | University at Albany
Address: | 1400 Washington Avenue, Albany, NY 12222

b) Program Title: | Japanese Studies
Registered or

SED Program Code
Proposed Program SED Code] 31501

Award(s) (eg., A.A., B.S.):| B.A.

Number of Required Credits: | Minimum [ 120] If tracks or options, largest minimum [
120]

HEGIS Code: | 1108
CIP 2010 Code: | 16.0302

(9) Name and title: Billie Benmett Franchini, Ph.D., Director of the Institute for Teaching, Leaming,
Distance and Academic Leadership and Interim Director of Online Teaching and Leaming
Education C ontact
Telephone: (518) 442-4850 E-mail: bfranchini@albany.edu
d) Signature affirms that the proposal has met all applicable campus administrative and shared

Chief Executive or | governance procedures for consultation, and the institution’ s commitment to support the proposed
Chief Academic Program. E-signahwes are acceptable.
Officer Approval | Nameand title: Carol Kim, PhD., Senior Vice Provost for Academic A ffairs & Provost

Signature and date: (Ubaa April 25, 2023

If the program will be registered jointly! with one or more other institutions, provide the
following information for each institution:

Partner institution’ s name and 6-digit SED Code:

Name, title, and signature of partner institution’ s CEO (orappend a signed letter indicating approval of this
proposal):

| Section 2: Enrollment

"Ifthe partner institution is non-degree granting, see SED’s CEO Memo 94-04.
Anticipated Headcount Enrollment Estimated
Year Full-time Part-time Total FTE
1 15 0 15 15
2 15 i¢) 15 15
3 15 0 15 15
4 15 0 15 15
5 15 0 15 15

[Section 3: Program Information

a) Texmlength (in weeks) for the distance progran:
15 weeks
b) Is this the same as term length for classroom program? [ ]No [X]Yes
c) Howmuch "instructional time' is required per week per credit for a distance course in this program? (Do not

include time spent on activities that would be done outside "class time," such as research, writing assignments, or
chatrooms.) NOTE: See SUNY policy on credit/contact hours and SED quidance.

50 minutes

d) What proportion or percentage of the program will be offered in Distance Education format? Will students be
able to complete 100 percent of the program online? If not, what proportion will be able to be completed online?

Over 50% on the program will be offered online depending on each semester, but at this time we don not
expect to offer 100% online in the near future.
e) Whatis the maximum number of students who would be enrolled in an online course section?

Part A: Institution-wide Issues: Submit Part A only for the first Distance Education program proposed by your
institution using this form SUNY and the State Education Department will keep this in a master file so that your
institution will not need to resubmit it for each new proposed online program, unless there are significant changes,
such as a new platform.

[ Part A.1. Organizational Commitment

a) Describe your institution’ s planning process for Distance Education, including how the need for distance access
‘was identified, the nature and size of the intended audiences, and the provisions for serving those audiences,
including how each student’ s identity will be verified.

b) Describe your institution’ s resources for distance leaming programs and its student and technical support services
to ensure their effectiveness. What course management system does your institution use?

20f 6
c) Describe how the institution trains faculty and supports them in developing and teaching online courses, including
the pedagogical and communication strategies to function effectively. Describe the qualifications of those who
train and/or assist faculty, or are otherwise responsible for online education.

d) If yourinstitution uses courses or academic support services from another provider, describe the process used.
(with faculty participation) to evaluate their quality, academic rigor, and suitability for the award of college credit
and a degree or certificate.

e) Does your institution have a clear policy on ownership of course materials developed for its distance education
courses? How is this policy shared with faculty and staff? NOTE: You may refer to SUNY’s statement on
Copyright and faculty ownership of instructional content, and/or faculty contract provisions.

[Part A.2. Learner Support

a) Describe how your institution provides distance students with dear infonmation on:
Program completion requirements
»The nature of the leaming experience
*Any specific student background, knowledge, or technical skills needed
Expectations of student participation and leaming
»The nature of interactions among faculty and students in the courses.
Any technical equipment or software required or recommended.

b) Describe how your institution provides distance leamers with adequate academic and administrative support,
including academic advisement, technical support, library and information services, and other student support
services normally available on campus. Do program materials clearly define how students can access these
support services?

c) Describe how administrative processes such as admissions and registration are made available to distance
students, and how program materials inform students how to access these services.

d) What orientation opportunities and resources are available for students of distance leaming?

Part B: Program-Specific Issues: Submit Part B for each new request to add Distance Education Format to a proposed
or registered program.

[Part B.1, Learning Design ]

a) Howdoes your institution ensure that the same academic standards and requirements are applied to the program
on campus and through distance leaming? If the curriculum in the Distance Education program differs from that
of the on-ground program, please identify the differences.

The requirements for both in-person and on-line programs are identical. These are approved (and periodically
reviewed) by the Department’ s Undergraduate Studies Committee. Any changes are adopted by the Department
faculty according to its bylaws and then forwarded to the relevant campus committees for approval.

Course approvals follow the same procedure (from consideration by the Undergraduate Studies Committee

through campus approval). Once included in the Department’ s requirements, instructional staff are assigned
based on academic qualifications. Furthermore, the Department collects syllabi for every terma course is taught.

30f6
Finally, all courses are periodically included in the Department’ s Student Learning Outcome assessment
program

b) Are the courses that make up the distance leaming program offered in a sequence or configuration that allows
timely completion of requirements?
Yes.

c) Howdo faculty and others ensure that the technological tools used in the program are appropriate for the content
and intended leaming outcomes?

Broad latitude is given to instructors to evaluate and adopt instructional technologies appropriate in their
fields of expertise. Nevertheless, the Department faculty makes use of the basic platforms and programs that
SUNY and the University at Albany have adopted for systemand campus use respectively. Faculty are able to
use Learning Management System provided by the University to manage the course. The systemallows for
discussion posts, video posts with comments, article posts, messaging between the student and faculty,
submission of work, and even Zoomlinks. The University provides Zoomso students and faculty can have a
lecture format if the faculty chooses. The faculty member can also use Zoomto record a lecture or messages.
Zoomis also able to be used for meetings between students or students and faculty. All technological
dimensions of individual courses are clearly described on course syllabi.

d) Howdoes the program provide for appropriate and flexible interaction between faculty and students, and among
students?

All students who have declared a major of one of our department programs are assigned to an individual
faculty advisor. The advisor provides guidance on program options, course selection, and administrative
procedures. In addition, all instructors are required to have open consultation hours (the online equivalent of
“office hours” ) to provide students the opportunity to discuss course subject matter or process issues.
Students and faculty may use Zoom to meet for office hours, for tutoring, for group work, or studying
sessions, including language practice. Students also are able to email their professors and faculty advisors,
as well as call them should they so wish. Faculty use email frequently to respond to student inquiries.

e) Howdao faculty teaching online courses verify that the student who registers in a distance education course or
program is the same student who participates in and completes the course or program and receives the academic
credit?

The University at Albany utilizes two layers of authorization and authentication for students who participate
in online learning. Students are required to establish an account and to log in to the University password
protected domain using the NETID protocol and must also log into the BLS Learning Management System
using their university credentials. Blackboard also uses Safe Assign as a tool to monitor the completion of
certain tasks within the LMS environment.

[Part B.2. Outcomes and Assessment

a) Distance leaming programs are expected to produce the same leaming outoomes as comparable classroom-based.
programs. How are these leaming outcomes identified - in terms of knowledge, skills, or credentials - in course
and program materials?

The Department 's full-time faculty has responsibility for determining the programlearning outcomes. These

are reviewed annually by a committee within the department. The program outcomes apply to all students
receiving degrees in the program Their manifestation in individual courses is described in course syllabi,

40f6
which all students receive at the beginning of the termin which they are enrolled. Such syllabi are kept on file
in the Department for annual review.

b) Describe how the means chosen for assessing student leaming in this program are appropriate to the content,
leaming design, technologies, and characteristics of the leamers.

The program has two components which require different assessment mechanisms.

First, the language instruction sequence requires that students demonstrate level-appropriate proficiency in the
target language. This is done through a combination of examinations and performative exercises. The instructors
periodically review technological options for undertaking proficiency assessments. Faculty also do one on one
conversations with students to assess conversational abilities, this will be done through Zoom for online courses.

The second component is the cultural knowledge component. Assessment in these courses is a combination of
determining student grasp of the specifics of cultural information (historical events, religious ideas, geographical
knowedge, etc.) and the ability to interpret the significance of this information. Instructors use a combination of
short-form examinations and extended writing projects to ensure that students in the program have attained the
required knowledge. Students submit papers through the leaning management system, they also use discussion
boards through the same software to communicate via writing to each other’ s responses.

[Part B.3, Program Evaluation

a) What process is in place to monitor and evaluate the effectiveness of this particular distance education program
ona regular basis?

The distance education programis held to the same standard as the in-person program That requires annual
assessment of courses to ensure that the program! s components are meeting the standards for instructional
effectiveness. In addition, the programitself is continually monitored by the Department’ s Undergraduate Studies
Committee to ensure that its design and delivery correspond to its learning objectives. Finally, the Department
chair reviews course teaching evaluations of all instructors to determine student perceptions of the programand
its courses. If courses need to have additional components to ensure learning outcomes are being met, the Chair
and the committee inform professor(s) teaching the course(s) and syllabi are updated prior to the start of the
semester.

b) Howwill the evaluation results will be used for continuous programimprovement?

The Department faculty meets annually to review the state of its programs. Information from the Undergraduate
Studies Committee, course syllabi, student evaluations of instructors, as well as the chair’ s perspective on
instructor effectiveness are considered during the review. If changes are needed, the chair and committee discuss
needed changes with the instructor(s) teaching the course(s).

c) Howwill the evaluation process assure that the jprogramresults in leaming outcomes appropriate to the rigor
and breadth of the college degree or certificate awarded?

Individual instructors will be notified when the Department perceives a problem that appears during its annual
outcome assessments. In addition, more systemic problems will be addressed during the Department’ s periodic
program reviews.

[Part B.4. Students Residing Outside New York State

50f 6
SUNY programs must comply with all “authorization to operate" regulations that are in place in other U.S. states where
the institution has enrolled students or is otherwise active, based on each state’ s definitions.

What processes are in place to monitor the U.S. state of residency of students enrolled in any distance education
course in this program while residing in their home state?

The Department relies on the University at Albany Office of Admissions and Office of the Registrar to ensure that
all students comply with residence requirements. The Department has been informed of the following regulatory
framework:

“The State Authorization Reciprocity Agreement (SARA) process allows the University at Albany to
deliver our online programs in states outside New Y ork. SARA is a voluntary agreement among its
member states and U.S. territories that establishes one set of national standards and regulations for
offering postsecondary distance education courses and programs. This agreement is administered by four
regional educational compacts and overseen by the National Council for State Authorization Reciprocity
Agreements (NC-SARA). New Y ork is amember of SARA and the University at Albany is an approved
SARA institution. We adhere to the established SARA standards for offering online education among
member states, districts and teritories.”

Federal regulations require institutions delivering courses by distance education to provide students or prospective
students with contact information for filing complaints with the state approval or licensing entity in the student’ s
state of residency and any other relevant state official or agency that would appropriately handle a student's
complaint. What is the URL on your institution’ s website where contact information for filing complaints for
students in this program is posted?
The Department has been informed of the following information:

https: //www.albany.edu/online/non-nys-residents.php

Complaint Resolution for Online Out-of-State Students:

Students who reside outside of New Y ork State and who are enrolled in online courses or programs at the
University at Albany may submit a grievance to the New Y ork State Education Department only after
completing the complaint process established by UAlbany.

«Academic Grievance Procedure for Graduate Students
¢ Academic Grievance Procedure for Undergraduate Students

Tf a student is unable to resolve a complaint through the proper institutional process, they may contact the
New Y ork State Education Department to file a complaint:

Office of College and University Evaluation
New Y ork State Education Department
Washington Avenue

Albany, NY 12234

518-474-1551

THEauthorize@nysed.gov

60f6

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